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2022 ◽  
Author(s):  
Joseph Crawford

The COVID-19 pandemic has brought forth substantial unrest in the ways in which people work and organize. This had led to disconnection, rapid adaptation, work from home, emergence of a new digital industry, and an opportunity to create anew. This chapter provides a position for the future state of work and organizing, drawing on the belongingness hypothesis, to characterize a revised method of human connection that acknowledges unique differences in online connections. It also explores the role that flexibility and working from home have on organizational outcomes, through changing presenteeism, changes in how people develop trust, and how social resources are deployed. Advancing an understanding of this position creates a possible post-pandemic model of work that acknowledges the current climate and the learnings from before that pandemic. Through genuine acknowledgment of the current and past ways of working, it is possible to build a pathway to heighten employee’s sense of belonging and trust. This will support the return to, and evolution of, a form of normality post-pandemic.


Significance Both economies now look set to be driven by oil investment and production for at least the next decade. This economic trend is the opposite of that experienced by many other economies which are attempting to transition towards clean energy in an effort to mitigate climate change impacts. Impacts Submission of Guyana’s second Paris Commitment goals will spark greater scrutiny of current climate change initiatives. Extractives companies operating in Guyana and Suriname may look to fund climate change initiatives there to bolster their reputations. Guyana’s renewable energy commitments will lead to new investment opportunities in this sector from 2022.


2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Sarah Perry ◽  
Silvia Borzutzky

This article argues that gender inequality, which in Chile is superimposed on a societal and economic structure characterized by deep inequalities that cut across every aspect of society, has been sustained by a political and legal system that has severely limited women’s access to economic power and equality. The neoliberal policies implemented by the Pinochet dictatorship and maintained by the democratically elected regimes after 1990—generally characterized as an elitist democracy—have sustained this pattern of inequality. We argue that this gender inequality gave urgency to the regeneration and evolution of Chile’s feminist movement and drove the movement to develop claims against “the precarity of life,” uniting Chileans in a common struggle, contributing to the October 2019 “social explosion” and now the writing of a new constitution. We believe the current climate is rooted in the social mobilization that was the response to Chile’s economic and political system, and the feminist movement’s ability to put the rights of women at the forefront of the political and socio‐economic agenda. In conclusion, we reevaluate the current climate to consider what a significant feminist presence means and how women can be effectively included and benefit from Chile’s economy and influence its progress.


Ecoscience ◽  
2021 ◽  
pp. 1-11
Author(s):  
Erick J. Corro ◽  
Fabricio Villalobos ◽  
Andrés Lira-Noriega ◽  
Roger Guevara ◽  
Wesley Dáttilo

Author(s):  
Tatyana A. Romm ◽  
◽  
Mark V. Romm ◽  

The discussion about the changes in teaching is shaped by the ideas of what impact digitalization has on the development and socialization of the younger generation. These processes are closely related to personal development training. Personal development training is under ever expanding influence of digitalization, and researchers notice the gap between traditional teaching methods and work models and their poor reproducibility under such conditions. The aim of the study is twofold: to analyze how personal development training tasks are implemented in the current climate of digitalization, and to determine the major tendencies of the changes in personal development training. The methodology of the study is based on the provisions of the following theories: the theory of social education in the context of socialization (A. V. Mudrik), theories of personal development training systems (L. I. Novikova, N. L. Selivanova), and the network approach. Apparently, in the modern post-industrial digital society, a virtual community can become the space for personal development training. There emerge new subjects of personal development training (digital technologies, subcultural communities, network groups, voluntary assistants, volunteers, parents, etc.). This will “require” a change in the professional language and teacher’s professional functions. The intention to enable productive behavior of an individual to solve their own problems should remain an important component of personal development training. In order to do this, the life of an educational organization should be enriched with a variety of social practices that encourage interaction and joint productive activities; an educational organization should develop forms of self- and co-management, and introduce a variety of extracurricular activities. The search for forms of personal development training relevant to the needs of the modern teenager is being reinforced. Moreover, globalization raises the issue of how global and eternal values are compatible with the values of digital culture, i.e. the culture of the virtual augmented world. The authors note that in the current climate of the digital world, the boundaries of personal development training are constantly changing geographically, organizationally, meaningfully. As a result, the task of creating, developing and retaining the personal development training environment acquires significance not only at the content level, but also at the organizational level, including the virtual one.


2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Dougal T. Squire ◽  
Doug Richardson ◽  
James S. Risbey ◽  
Amanda S. Black ◽  
Vassili Kitsios ◽  
...  

AbstractBetween June 2019 and March 2020, thousands of wildfires spread devastation across Australia at the tragic cost of many lives, vast areas of burnt forest, and estimated economic losses upward of AU$100 billion. Exceptionally hot and dry weather conditions, and preceding years of severe drought across Australia, contributed to the severity of the wildfires. Here we present analysis of a very large ensemble of initialized climate simulations to assess the likelihood of the concurrent drought and fire-weather conditions experienced at that time. We focus on a large region in southeast Australia where these fires were most widespread and define two indices to quantify the susceptibility to fire from drought and fire weather. Both indices were unprecedented in the observed record in 2019. We find that the likelihood of experiencing such extreme susceptibility to fire in the current climate was 0.5%, equivalent to a 200 year return period. The conditional probability is many times higher than this when we account for the states of key climate modes that impact Australian weather and climate. Drought and fire-weather conditions more extreme than those experienced in 2019 are also possible in the current climate.


Atmosphere ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 1543
Author(s):  
Reinhardt Pinzón ◽  
Noriko N. Ishizaki ◽  
Hidetaka Sasaki ◽  
Tosiyuki Nakaegawa

To simulate the current climate, a 20-year integration of a non-hydrostatic regional climate model (NHRCM) with grid spacing of 5 and 2 km (NHRCM05 and NHRCM02, respectively) was nested within the AGCM. The three models did a similarly good job of simulating surface air temperature, and the spatial horizontal resolution did not affect these statistics. NHRCM02 did a good job of reproducing seasonal variations in surface air temperature. NHRCM05 overestimated annual mean precipitation in the western part of Panama and eastern part of the Pacific Ocean. NHRCM05 is responsible for this overestimation because it is not seen in MRI-AGCM. NHRCM02 simulated annual mean precipitation better than NHRCM05, probably due to a convection-permitting model without a convection scheme, such as the Kain and Fritsch scheme. Therefore, the finer horizontal resolution of NHRCM02 did a better job of replicating the current climatological mean geographical distributions and seasonal changes of surface air temperature and precipitation.


Public ◽  
2021 ◽  
Vol 32 (63) ◽  
pp. 129-131
Author(s):  
Alysse Kushinski

This article reviews Paul Huebener’s Nature’s Broken Clocks, which asserts the current climate crisis as a “a crisis of time,” critically engaging the criss-crossing temporalities imbricated with natural and cultural time.


2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
O Olukoya ◽  
P Ishak ◽  
A Ali ◽  
D McLaughlan

Abstract Background Breaking bad news is often a daunting and complex task that we must all perform as part of our clinical duties. Given the current climate with the coronavirus, this task has unfortunately become an even bigger part of the day-to-day practice of many of us. Aim To establish how confident clinicians felt they were at breaking bad news, their familiarity with the SPIKES protocol and if they had a consistent approach they employed. Additionally, to ascertain if formal training in this, at any stage, corresponded to increased confidence with this task. Method A questionnaire was distributed to doctors and surgeons of all grades, primarily within the hospital. The questionnaire asked the responders how confident they felt at breaking bad news, how frequently they had to break bad news in an average month, if they had had any formal training in breaking bad news, and their familiarity with the SPIKES protocol. Results There were 58 responses. 60.4% had to break bad news 2 or more times in an average month. 86.2% had received formal training in breaking bad news. 60.3% felt confident or very confident. 53.4% had a consistent strategy and 58.6% were aware of the SPIKES protocol. 69% expressed they would like additional teaching with the SPIKES protocol. Conclusions Formal training does not guarantee knowledge of the SPIKES protocol or a consistent approach but has some impact on perceived confidence with the task. This task is, however, one most feel requires continued training to perform well.


2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Feeley ◽  
I Feeley ◽  
A Carroll ◽  
D Hehir

Abstract Introduction The COVID pandemic resulted in a shutdown of facilities and resources globally. With drastic changes in the provision of services available in the health sector, so too were medical students’ provision of learning. With the onslaught of COVID and the need for ongoing learning resources for students, novel methods to maintain adequate surgical patient exposure and student interaction on a platform amenable to the interactive format required was devised using a virtual platform to compliment current pedagogical approaches. Method This was a randomised control trial to evaluate the perceived use of remote learning in place of surgical bedside teaching in the COVID-19 era. Medical students in a regional hospital were recruited and randomised to undergo the bedside teaching in person or receive the teaching virtually through a Xpert eye, smart glasses to facilitate connections remotely. Feedback questionnaires and exit interviews carried out following each session. Content analysis of transcripts was performed to evaluate the presence and quality of perceived learning, benefits, and limitations. Results Feedback demonstrated greater engagement, satisfaction, involvement, and learning (p < 0.01) in the bedside teaching group. Content analysis yielded three main themes: Interpersonal content, technological features, and provision of content. Students reported the virtual teaching was an acceptable alternative in the current climate of social distancing and reduced patient access. Conclusions The current pandemic poses a risk to adequate patient exposure to patient centred learning. Teaching sessions received remotely are an acceptable alternative in the current climate of reduced clinical access, however bedside teaching remains the preferred method of learning.


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