Psychological and Occupational Pressure Among Female Teachers in Light of the Coronavirus Disease Pandemic and Coping Strategies

<p style="text-align: justify;">This study aims at identifying the level of psychological and professional stress in light of the Coronavirus disease (COVID-19) pandemic. It adopted descriptive and analytical methodologies. Two scales were prepared: one scale for psychological and professional stress and the other for coping with psychological and professional pressures. The study sample consisted of 608 female teachers at public schools in Al-Kharj province, Kingdom of Saudi Arabia (KSA). The results show a moderate level of psychological and professional stresses. The findings show statistically significant differences in teaching experience variable. The differences were in favour of female teachers with experience of less than 5 years. However, no statistically significant differences were found on the variable of academic qualification. It was found that female teachers had followed strategies to cope with psychological and professional stresses including resorting to faith, connecting with other teachers and students, planning different strategies, seeking help from others and managing time. The study recommends arranging training courses for female teachers to develop remote teaching skills and using various technologies and applications in this field particularly during the ongoing COVID-19 pandemic.</p>

INFLUENCE OF THE SOVIET GOVERNMENT'S POLICY OF “KULAK” AND REPRESSION ON UZBEK WOMEN

This article discusses the negative effects of the Soviet government’s “kulak” and repressive policies on Uzbek women. The Covet government, by organizing training courses, trained women; involved women in social life in exchange for the sacrifice of hundreds of women. At the same time, the above-mentioned policy of kulak and repression has led to the suffering of Uzbek women as well as men. Below we meet some of these women. КEY WORDS: repression policy, kulak, austerity policy, sentence, imprisonment, criminal code, People’s Commissariat of Internal Affairs, counter-revolutionary activity, family, Uzbek woman.

Missed training, collateral damage from COVID 19?

Background: during the COVID-19 pandemic a total lockdown was enforced all over Italy starting on March 9th. This resulted in the shrinking of economic activities. In addition, all formal occupational security-training courses were halted, among them the 81/08 law lectures and Basic Life Support-Defibrillation (BLS-D) laymen training courses. The aim of the study was to evaluate the impact of the pandemic on BLS-D laymen training courses in the Lombardy region. Methods: BLS-D training courses records for the Lombardy region were analysed. The analysis was conducted from 2016 to 2020 as part of the Hippo project. Results: between 2017 and 2019 BLS-D trained laymen kept increasing, moving from 53,500 trained individuals up to 74,700. In 2020 a stark reduction was observed with only 22,160 individuals trained. Formal courses were not halted completely during 2020. Still, in the months available for training, the number of individuals enrolled showed a sharp 50% reduction. Conclusions: laymen training courses for emergency management are a fundamental component of primary prevention practice. The 81/08 and 158/12 Italian laws have decreed this practice mandatory on the workplace. Following the enforcement of the lockdown and the subsequent interruption of emergency management courses, efforts will be necessary to re-establish and guarantee the high quality training of the pre-pandemic period.

Arabic English Code Switching among Saudi Speakers

Many studies have been conducted on code-switching worldwide, but few were carried out on Saudi context. Therefore, this study inquires the use of code-switching among Saudis who speak both Arabic and English to identify the reasons of code-switching and to know the significant differences regarding gender, age, qualification, and level of English. The study raises two questions. They are: 1) What are the reasons of code-switching of Saudis as native speakers of Arabic? And 2) Are there significant differences for code-switching of Saudis as native speakers of Arabic due to gender, age, qualification, and level of English? A descriptive-analytical approach has been adopted, and SPSS program is used. A questionnaire (30 items) was distributed to a sample of 426 Saudis. Findings showed that those with high-level proficiency combined Arabic and English languages more due to their awareness of English language expressions and found English vocabulary more expressive and delivered their ideas better. Moreover, working people used code-switching extensively. Furthermore, postgraduates were found to be better than others. Additionally, genders were both exposed to the same circumstances. Finally, individuals among all age groups combined both Arabic and English languages due perhaps to several reasons. Therefore, the researcher recommends that it might be better to study the significance of forming training courses to keep the interest of natives to take pride and use it in all aspects of life. Finally, the researcher suggests conducting another study on investigating code-switching among instructors in EFL classrooms and exploring code-mixing since there are few studies.

Clinical versus Dental Laboratory Survey Regarding Modern Fixed Implant Supported Prosthetic in Romania

(1) Background: The success of prosthetic treatment with implant support depends on the combined effort of the team doctor-technician, each of them being responsible for the validation of execution stages. (2) Methods: we composed an online questionnaire with 18 multiple choice questions, using the Google Forms application. It was filled out by an equal number of prosthodontic specialists and dental technicians. Differences and associations were evaluated by Likelihood Ratio test, Linear by Linear association test, Kruskal-Wallis H test, Pearson Chi-Square test and the Fisher’s Exact test. (3) Results: Differences and similarities were found between the statements of prosthodontic specialists and dental technicians. Years of experience are correlated with the number of restorations, impression techniques and types of restoration (p ≤ 0.05). Similar answers for both groups were registered for preferred screw retained type of prosthetic abutment and most frequently reported complications. (4) Conclusions: The different perspectives of the two members of the prosthodontic team regarding the leading role in the treatment plan, type of abutment, impression technique and prosthetic design of implant fixed restorations has been revealed in our study. Similar education curricula and standards for continuing training courses after graduation are necessary for prosthodontic specialists and technicians in Romania.

How To Enhance Empathy Nursing Students In Education: Literature Review

Introduction. The tendency of reducing student empathy requires efforts to improve it through education or training. The purpose of this review is to identify education, learning, or teaching that is used to increase student empathy. Method. The design used a Literature Systematic Review. Articles were conducted in three electronic databases guided by The PRISMA. Articles published in English and from 2019 to 2021. Results. The result obtained 20 articles and will be reviewed. Eighteen articles show an effect or relationship between intervention and empathy. Training materials that can increase student empathy are the concept of empathy, communication, mindfulness, and transcultural nursing education. Education and training using patients/patient simulations to help improve student empathy, namely: expert patients, ECARE Program, polypharmacy effects; clinical Simulation of Inpatients, Lectures in class, Virtual Dementia Tour, living in poverty, and games for team interaction. Another method is through the KSS module, mannequin simulator experience, and peers. Conclusion. Education and training on the concepts of empathy, communication, meditation, and cultural competence using Simulation and immersion methods with patients, being like patients, using mannequins, or interacting with vulnerable groups can increase student empathy. Faculty and lecturers can apply experiential learning methods with Simulation and immersion in learning or training courses. Keywords: empathy, student, nursing, learning, education

Changes implemented in the work environment of nurses in the COVID-19 pandemic

ABSTRACT Objective: to describe the changes implemented in the work environment of nurses in university hospitals considering the COVID-19 pandemic. Methods: this qualitative and descriptive research was developed from an online survey with 75 nurses from three Brazilian university hospitals. Data processing occurred through textual analysis with the aid of software IRAMUTEQ. Results: five semantic classes were obtained: Organization of units for exclusive care of patients with COVID-19; Adaptations in the use of personal protective equipment; Physical structure adaptation; Care flow institution; Increased number of beds and training courses. Final considerations: the results show the effort of healthcare and nursing professionals/managers in the development of structural adaptations and reorganizations of care processes, in the hospital context, to respond with quality and efficiency to the demands arising from the COVID-19 pandemic.

Journalism and Media Curricula in Arab Universities

The study aims to reveal the consistency of the types of courses in the study plans of the bachelor’s programs and specializations in journalism and media in Arab universities, along with the classification of the UNESCO model curriculum courses on teaching journalism in developing countries. It adopted three types of courses that need to be included in any curriculum in the field of journalism teaching: Professional Training Courses (47%), Journalism Courses (10%), and arts and other sciences courses (43%). This model was applied to academic plans of journalism and media programs and specializations in nine Arab public universities covering the three Arab regions: The Levant and Iraq, the Gulf Cooperation Council, and the Maghreb and North Africa. In addition, the study adopted the descriptive approach by analyzing and describing the components of the study plans in terms of form and content. The study results showed that the faculties and departments of communication and media in the selected sample of Arab Universities offer different programs more in teaching journalism and media disciplines. In contrast, communication studies are almost limited to public relations programs. As for the content level of the three courses (vocational training courses, journalistic studies courses, and courses from other arts and sciences) included in their study plans in different proportions, some of them are compatible with the estimates of the UNESCO model curriculum, while some are far away from these estimates. Also, there is a methodological and scientific gap between the practical and theoretical aspects in most of the selected sample of programs and disciplines. KEYWORDS University education in Arab countries, ideal journalistic competence, teaching methods, courses, vocational training, journalism and media studies

CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

Hands-On Training Courses for Cervical Cancer Screening, Diagnosis, and Treatment Procedures in Low- and Middle-Income Countries

In 2018, there were approximately 570,000 new cases of cervical cancer worldwide. More than 85% of cases occurred in low- and middle-income countries (LMICs), primarily because of poor access to screening and a limited number of medical providers trained to diagnose and treat cervical precancerous lesions. Our objective was to provide locally arranged, hands-on training courses for medical providers in LMICs to learn to perform cervical cancer screening, diagnosis, and treatment procedures. The courses included didactic lectures and hands-on training stations using low-cost simulation models developed by bioengineers and students at Rice University in Houston, TX, United States, and the Malawi Polytechnic in Blantyre, Malawi. The hands-on training stations included visual inspection with acetic acid (VIA), colposcopy, cervical biopsy, endocervical curettage, loop electrosurgical excision procedure (LEEP), and thermal ablation. Provider pre- and postcourse confidence levels in performing the procedures were evaluated. From February 2017 to January 2020, we arranged 15 hands-on training courses in seven cities across six countries (El Salvador, Mozambique, Trinidad and Tobago, Lesotho, Malawi, and Nepal). Overall, there were 506 participants. The average number of participants per course was 38 (range 19-92). The participants included doctors, nurses, and midwives. The course duration varied from 1 to 3 days. Increased confidence in performing VIA, colposcopy and cervical biopsy, ablation, and LEEP was reported by 69%, 71%, 61%, and 76% of participants, respectively. Our findings suggest that locally arranged, hands-on cervical cancer prevention training courses in LMICs can improve provider confidence in performing cervical cancer screening, diagnosis, and treatment procedures. These courses are part of a larger strategy to build local capacity for delivering and improving cervical cancer prevention services in LMICs.