ABSTRACT
Due to the COVID-19 pandemic, the international shipping market has been highly volatile, posing a serious threat to the survival and development of many maritime start-ups. With the development of the digital economy, digital transformation is affecting the evolution and upgrading of many traditional enterprises, including maritime enterprises. In the post-COVID-19 era, start-up small and medium-sized enterprises will need to consider the importance of enterprise risk management to achieve transformation and upgrading. The purpose of this study is to provide guidance for the establishment and upgrading of risk management systems for start-ups based on the identification of risk management strategies of maritime enterprises and the evaluation of their performance. The fuzzy analytic hierarchy process and importance-performance analysis methods were used to rank the operational risk, financial risk, market risk, innovation risk, and disaster risk according to sub-items and screen out the risk management schemes for priority improvements. Through empirical research, it was found that the financial risk and market risk response schemes have the lowest performance and need to be prioritised for improvement. This study argues that start-ups can appropriately challenge their risk management strategies to meet potential risk management needs based on their own circumstances.
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After two years of online learning, minor changes happened in some tiny places which we may not always notice. These changes may impact the school management, education arrangement, and curriculum design: what do students expect from their teachers, and the school? Are they expecting forever online learning, and getting their degree completely online? In this study, we examined 93 final-year students from the school of computing science which mainly used work-based learning applied to learn pedagogy. We analyze their viewpoint on how COVID-19 changed their understanding of teaching and learning: what is the role of teachers and students? And how do they see the arrangement for the internship program? We found that over 92% of students agree that a creditable degree can better secure a job;over 68% of the students believed that face-to-face teaching is still a better choice, but at the same time, over 73% wish to have the materials recorded so that they can access them at their convenience time. We also examined some of the course design elements, especially those related to the internship program, to achieve a possible curriculum improvement for the students in the Asia Pacific region. © 2022 ACM.
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The COVID-19 pandemic has heightened the visibility of economic inequality and the inadequacy of current minimum wage laws in the United States. Changes in the minimum wage, a living wage, or just employment practices may be compelled by law or voluntarily enacted by employers. A literature search failed to yield a concise and practical tool to comprehensively assess existing just employment policies or practices in higher education institutions. This article describes the development of a concise and practical assessment based on the "Model Just Employment Policy" from the Kalmanovitz Initiative for Labor and the Working Poor at Georgetown University. The resulting Just Employment Policy Assessment is used to evaluate the publicly available policies of four disparate higher education institutions in the United States. The article concludes with a discussion of implications for future research and administrative practice.
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Objectives: Extracorporeal membrane oxygenation (ECMO) is a complex life support modality. To appropriately educate ECMO clinicians, a comprehensive program is required. However, there is no universal ECMO education (EE) program exclusively for intensive care unit Registered Nurses (RNs). Moreover, with the recent Coronavirus Disease 2019 (COVID-19) pandemic, the existing nursing shortage and the ability of ECMO programs to maintain an established EE program worsened. This continuous quality improvement (CQI) aims to reestablish the quality of an EE program at a large academic medical center at one of the past pandemic epicenters. Method(s): A CQI process with the Plan-Do-Study-Act (PDSA) cycle and Ishikawa diagram for root cause analysis (RCA), intervention implementation from July 2022 to June 2023 Results: The RCA revealed intrahospital pandemicrelated restrictions for employee gathering, EE instructor unavailability, increased nursing turnover, increased nursing shortage, and incomplete recordkeeping of ECMO educational activity (EEA) RN attendance as dominant factors disrupting the established EE processes. Six interventions were implemented, with one added in later: 1. Schedule 1 Certification Lecture Day/Quarter (Q), 1 Re-Certification Lecture/Q, and 1 Circuit Skills Class/ month, and 1 Simulation Lab/month 2. Reserve an education room for all EE activities, as COVID-19 policies allow 3. Increase the number of EE instructors 4. Increase Nursing Leadership-ECMO Manager collaboration for optimal RN signup 5. Optimize EEA schedule to help balance RN staffing needs 6. Develop a Master ECMO Folder in Google Drive and maintain updated attendance Five interventions showed positive preliminary results, whereas it was too soon for any conclusion for one (Table 1). Conclusion(s): While preliminary, the achieved results justify that restoring the quality of an ECMO education program after the negative impact of the recent pandemic is possible. However, final results are necessary to infer the effectiveness of each intervention. (Figure Presented).
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Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]
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This chapter discusses the format of the International Program of Art Therapy in Thailand (IPATT) program before and during the COVID pandemic. A survey will contrast the strengths and weaknesses of online learning as experienced by IPATT students who participated in the program in-person as well as online. The IPATT studio is equipped with audio-visual aids for instructors to present art therapy theories and a studio working area with a wide assortment of art materials that allow students to work experientially. In addition to art therapy education, having students in the studio also gives them opportunities to learn relational literacy inside and outside class time, such as confronting or allying, deepening or skipping, and encouraging or letting go. The student survey that contrasted in-person and online classroom experiences revealed that face-to-face teaching gets a higher score in 3 out of 9 quality sub-categories;most aspects remain the same in both classroom settings. There are advantages and disadvantages to sharing art and personal experiences online, where group dynamics can be different, benefiting some group members but not others. While there is a preference for face-to-face education, the small student survey shows that most IPATT students accept online education as an alternative. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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How teachers creatively adopted and adapted to the effects of the COVID-19 outbreak is at the heart of the findings presented in this chapter. With the support of the Avenue-LearnIT2teach project, English Second Language (ESL) teachers in Canada enabled the rapid response of many Language Instruction for Newcomers to Canada (LINC) programs to site closures, resulting in an unprecedented uptake of online learning (OL) in a matter of weeks. The project rapidly changed course to support LINC teachers to adopt blended learning (BL) courseware and adapt teaching practices to the new OL reality. This chapter discusses the impact of the project's efforts to meet the surge in demand in teacher training and learner courseware for these online immigrant settlement and language learning programs. The project's rapid response to onsite LINC program closures during the COVID-19 crisis is reviewed. As a result of the disruptions to in-person program delivery, the focus of the project has shifted from blended learning (BL) to online learning (OL) by adapting its formal and informal professional development (PD) offerings. Findings with respect to the surge in demand for teacher training, course development, and mentoring are presented. Feedback from teachers on the "front lines" further illustrates teachers' OL uptake. The chapter also addresses the impact of formal and informal PD provided by a committed team of mentors as well as the importance of teacher presence in online program delivery. Implications and recommendations with respect to rapid responses in situations of crises conclude the chapter. © Springer Nature Switzerland AG 2021. All rights reserved.
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Introduction: According to the National Academies of Science, Medicine, and Engineering, even before the pandemic, 24% of Americans 65+ were considered socially isolated, and 43% of adults 60+ were lonely. Both experiences are associated with serious physical and mental health problems, including increased risks of dementia, stroke, depression, and suicidal ideation. As older adults engage in stricter social distancing to protect themselves from COVID-19, their risk of social isolation and loneliness is heightened. According to research by the Kaiser Family Foundation, 46% of adults 65+ reported that the worry and stress caused by pandemic has had a negative impact on their mental health. In order to combat this unique challenge, we must employ innovative, flexible solutions that adapt to the shifting circumstances and an uncertain future. Method(s): WH SeniorLink has developed an innovative program for integrating friendly visiting, mutual aid, needs assessment and case management, all delivered remotely by trained volunteers. The program was conceived, developed and executed since the beginning of COVID-19 restrictions and has grown to become a fully fledged 501(c)(3) organization, and is a model of flexible service delivery during this unusual time. The program operates through a volunteerism-mutual aid model. Volunteers are trained using online modules and quizzes and supervised by a licensed social worker, including training on needs and risk assessment. Volunteers are then matched with an older adult with similar interests and language preferences to provide friendly weekly phone calls, care packages and letters. Older adults with higher needs are referred to WH SeniorLink's service navigation program which operates using the online platform, Apricot, and is staffed by masters level social work interns and supervised by licensed social workers. Service navigation involves conducting comprehensive assessments and identifying resources and referrals. Older adults who express interest are also paired with each other to provide social support. Barriers to program development have included identifying consistent funding sources and volunteer attrition. Result(s): Data shows 169% growth in contacts made with older adults between May and October, with 2.5 times more older adults served in November than in May. Initial responses to the Dejong Gierveld Loneliness Scale and qualitative data collection reflect that older adults continue to feel lonely and isolated in the midst of the pandemic, but that WH SeniorLink is helping. By placing emphasis on empowering older adults to form sustained relationships with volunteers and their peers, WH SeniorLink encourages reciprocal relationships through which older adult participants are valued for their experiences and contributions. Conclusion(s): The mission of WH SeniorLink is to strengthen community ties and improve health outcomes among older New Yorkers by providing social-emotional support and connection to essential services. WH SeniorLink was founded during the COVID-19 pandemic, in response to the myriad of new challenges faced by older adults including greater risk of social isolation and increased disconnection from essential services. However, we recognize that the pandemic has only exacerbated a problem that began long before, and older adults are at risk of being left behind in the coming months and beyond. Funding(s): WH SeniorLink is funded by a starter grant from Columbia School of Social Work and subsequent crowdfunded donations.Copyright © 2021
ABSTRACT
The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the COVID-19 pandemic, nearly 50 percent of college students reported at least one mental health concern. The COVID-19 pandemic notably exacerbated these issues and underscored the urgent need to identify and implement ways to ameliorate the youth mental health crisis. In 2021, the National Academies of Sciences, Engineering, and Medicine called on the field of higher education to address growing concerns about student mental health by identifying and elevating emerging and promising approaches that offer a more holistic way to support students' mental health. Serving as the main entry point for more than 40 percent of students seeking a postsecondary degree, community colleges represent a tremendous and untapped opportunity to better address mental health in the United States, particularly for students who have been traditionally underserved (e.g., students of color, first-generation students, and low-income students). However, community colleges have limited evidence and guidance to inform the implementation of multilevel, holistic approaches to support students with varying mental health needs. To address this knowledge gap, this report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success. [For "How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1," see ED627489.]
ABSTRACT
The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the coronavirus disease 2019 (COVID-19) pandemic, nearly 50 percent of college students reported at least one mental health concern. Without adequate mental health support, college students, including those at community colleges, may be at risk for a variety of academic and nonacademic consequences that negatively affect their overall well-being, including lower college completion rates, higher rates of substance use, and lower lifetime earning potential. This research brief describes a study examining eight community colleges from across the United States which found that, although the institutions did offer mental health services, most lacked a clear organizing framework for those efforts, and that financial challenges limited the support offered to students. The research also highlighted the importance of community college leaders explicitly prioritizing student mental health, as well as broad staff buy-in to the effort. [For the full report, "Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1," see ED627480.]
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Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.
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Engineering programs emphasize students career advancement by ensuring that engineering students gain technical and professional capabilities during their four-year study. In a traditional engineering laboratory, students "learn by doing", and laboratory equipment facilitates their discipline-specific knowledge acquisition. Unfortunately, there were significant educational uncertainties, such as COVID-19, which halted laboratory activities for an extended period, causing challenges for students to perform and obtain practical experiments on campus. To overcome these challenges, this research proposes and develops an Artificial Intelligence-based smart tele-assisting technology application to digitalize first-year engineering students practical experience by incorporating Augmented Reality (AR) and Machine Learning (ML) algorithms using the HoloLens 2. This application improves virtual procedural demonstrations and assists first-year engineering students in conducting practical activities remotely. This research also applies various machine learning algorithms to identify and classify different images of electronic components and detect the positions of each component on the breadboard (using the HoloLens 2). Based on a comparative analysis of machine learning algorithms, a hybrid CNN-SVM (Convolutional Neural Network - Support Vector Machine) model is developed and is observed that a hybrid model provides the highest average prediction accuracy compared to other machine learning algorithms. With the help of AR (HoloLens 2) and the hybrid CNN-SVM model, this research allows students to reduce component placement errors on a breadboard and increases students competencies, decision-making abilities, and technical skills to conduct simple laboratory practices remotely. © 2023 IEEE.
ABSTRACT
The future of healthcare delivery keeps evolving and mobile phone technology may have a huge role to play. Mobile health (mHealth) is a facet of Electronic Health (eHealth) that involves the use of mobile phones and other wireless devices in medical practice. The effectiveness of mHealth has been proven in different studies as well as in different aspects of medicine and dentistry. Text messaging has made significant progress in delivering health education for maintaining oral hygiene, especially for orthodontic patients as well as tobacco cessation counseling. Mobile phone applications incorporate various features like gaming, audio, and video messages to engage smokers in several behavioural change strategies. Mobile health technology has made an immense contribution to contact tracing, screening, and tele-consultation during the Novel Coronavirus Disease-19 (COVID-19) pandaemic. Given that mHealth is a low cost, easily accessible, and widely available means of communication, it has the potential to play a significant role in public health dentistry.
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We examine nonprofit organizations' involvement in the Paycheck Protection Program (PPP). The PPP provided participants with forgivable loans to pay employee salaries, increasing participants' financial flexibility during the pandemic. We examine the associations between nonprofits' prepandemic financial obligations (e.g., long-term debt and donorrestricted net assets) and PPP participation and participants' loan characteristics. First, we find nonprofit organizations participated at a lower rate than other small business industries and that nonprofits with greater financial obligations were more likely to participate in the program. Second, we find financial obligations were positively associated with the loan amount received as a percentage of total payroll costs. Last, although approximately 11% of nonprofits failed to obtain loan forgiveness, we find nonprofits with restricted net assets were more likely to have their loans forgiven. Our results suggest nonprofits with greater debt and donor obligations used the PPP to increase their financial flexibility.
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Experimental research with animals can help the prevention, cure, and alleviation of human ailments. Animal research facilities are critical for scientific advancement, but they can also pose a higher risk than other biomedical laboratories. Zoonosis, allergic reactions, bites, cuts, and scratches by animals are all substantial concerns that can occur in animal facilities. Furthermore, human error and unexpected animal behavior pose a risk not just to humans, but also to the environment and the animals themselves. The majority of biosafety and biosecurity training programs focus on clinical and biomedical laboratories dealing with human safety factors, with little emphasis on animal biosafety. The current virtual training was designed to improve biosafety and biosecurity capabilities of animal laboratory personnel, researchers, and veterinarians from different regions of Pakistan. The results revealed that understanding was improved regarding triggers for risk assessment in addition to annual and regular reviews (56% to 69%), biosecurity (21% to 50%), decontamination (17% to 35%), safe handling of sharps (21% to 35%), Dual Use Research of Concern (DURC) (17% to 40%), Personal Protective Equipment (PPE) usage by waste handlers (60.9% to 75%), waste management (56% to 85%), animal biosafety levels (40.57% to 45%), and good microbiological practices and procedures (17% to 35%). To bring human and animal laboratories up to the same level in terms of biosafety and biosecurity, it is critical to focus on areas that have been overlooked in the past. Training programs focusing on animal biosafety should be conducted more frequently to strengthen bio risk management systems in animal research facilities.Copyright © 2021
ABSTRACT
There are natural and unnatural problems for human beings. Communicable and incommunicable diseases are common issues in human life. The prevalence of COVID-19 since December 2019 is an ongoing and mysterious danger, and its control is a critical concern. According to the traits and dangerous consequences of COVID-19, self-care plays an inevitable role in its control. This chapter has reviewed the sociocultural and economic barriers to self-care for COVID-19 control in developing societies with an emphasis on Iran. Using the documentary method, databases about concepts, research, theories, and economic, social, and cultural indexes were reviewed. The most used databases were PubMed, Magiran, Noormags, Google Scholar, Sid, Iran Statistic Center, Trading Economics, and World Meters. Reviewing data on life expectancy, mortality, and other indexes among developed and less developed societies, the most barriers for developing societies such as Iran were introduced. Findings showed that the most important barriers are short-term (economic factors), medium-term (social factors), and long-term (cultural factors) barriers. In each time/subject period, two levels, micro and macro, are presented. The macro-economic barriers are economic poverty, economic recession, and inflation. The micro-economic barriers are malnutrition, lack of financial ability to use health-care facilities, lack of living facilities, and the work time in epidemiological conditions. The macro-social barriers are social inequality, lack of attention to prevention, weakness of social organization, and family size in less developed areas while the micro-social barriers are a weakness of education and socialization, and unstable job conditions. The macro-cultural barriers are fate-orientation, weakness of preventive insight, application of common beliefs, low social trust, social traps, and traditional habitus in health care while the micro-cultural barriers are poverty of knowledge and living awareness, self-medication belief, self-healthy imagination, misunderstanding of disease risks, social indifference, and social irresponsibility. As a result, cultural factors are the most important barriers to the self-care culture for the control of pandemic diseases such as COVID-19. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Aim: A structured education group for adults newly diagnosed with type 2 diabetes has been offered in a face-to- face (F2F) format in the health board since 2009. The suspension of in-person groups due to Covid-19 catalysed redevelopment of the group in a virtual, interactive format. Method(s): The aims and objectives of the virtual group were extended from the original F2F format, and the teaching resources were diversified to include film, animations and a workbook. Patients newly diagnosed with type 2 diabetes, were contacted using a standardised engagement protocol and offered the opportunity to join the virtual group. A series of pilot groups were delivered. The Plan-Do- Study- Act (PDSA) model was used. Each pilot group was studied using mixed method data collection and critiqued by patients, the educator and the team, to improve the delivery methods and patient experience. Result(s): Over six months, eight groups were conducted. Forty-six patients were invited and 30 attended. Engagement was higher in the virtual option compared to usual care prior to the pandemic (65% compared to 55%). Results from feedback forms showed that the majority of respondents either agreed (13%) or strongly agreed (80%) that the group had improved their understanding of type 2 diabetes. The group was given a Net Promoter Score (NPS) of 100. Conclusion(s): The digital option provides a feasible model to deliver an alternative interactive, structured group education programme at diagnosis of type 2 diabetes. The next step involves developing an engagement programme with primary care and application for QISMET accreditation.
ABSTRACT
Qualitative content analysis is used in this study to review related online education since the outbreak of COVID-19. The aim of this study was to summarize the impact of online teaching on the education industry during the pandemic, sum up the viewpoints of all kinds of people to draw conclusions, and conclude the practical countermeasures. Based on the result of the analysis, firstly, we think that students and teachers are satisfied with online education, but parents have expressed dissatisfaction with this kind of education. Secondly, this paper lists the advantages and common problems of online teaching during study at home from different aspects. According to deficits, we summarize the solutions from three aspects: network equipment, teaching, and self-adjustment. This research is of great significance. It is not only beneficial to the development of educational platforms and personalized teaching but also helps formulate education policy to reduce the burden of education.