Dilemma of physician-mothers faced with an increased home burden and clinical duties in the hospital during the COVID-19 pandemic

Purpose Since December 2019, coronavirus disease 2019 (COVID-19) has spread rapidly across the world. During the pandemic, physicians in our hospital have had to respond both to the issue of treating the patients and the increasing domestic burden associated with social disruption. The purpose of this study was to assess how much the burden on our doctors, especially female doctors, was increasing. Material and methods The Physicians’ Career Support Committee in Sapporo Medical University conducted a questionnaire survey. The questionnaire inquired about a wide range of subjects with regard to working style and family life during the first and second waves of the COVID-19 pandemic, and was sent to all medical/dental physicians working in Sapporo Medical University. Results A total of 266 (42.7%) physicians in our hospital responded to our questionnaire and the data for 264 data were analyzed. The total numbers of males, females, and others, including those who did not want to specify, were 178 (67.4%), 82 (31.0%), and 4 (1.5%), respectively. Among them, 62 (23.5%) and 23 (8.7%) answered that their domestic burden was slightly or markedly increased. The increase in the domestic burden showed a significant difference between genders (p = 0.04). Even after correction for background differences using multivariate analysis, being female (p<0.001), having child dependents (p<0.001), and treating COVID-19 patients (p = 0.03) were significantly related to an increased domestic burden. Regarding family style, 58.1% of the physician-fathers were from two-income families (i.e., families with both parents in employment), and they answered that their partner mainly cared for the children. In contrast, 97.3% of physician-mothers were from two-income families, and 94.6% of the physician-mothers had to take care of children by themselves. Conclusion Physician-mothers are caught in a dilemma between an increased home burden and clinical duties in the hospital, with a significantly higher ratio than physician-fathers during the pandemic. As we showed, female doctors could have not continued their careers and take responsible positions in the same way as male doctors. This is a social risk in the timing of a crisis, such as a pandemic.

Destination Branding Semarang Chinatown as a Cultural Heritage Site

Semarang Chinatown area is one of the historical sites of Ancient Semarang Heritage City where there are cultural relics in store. Consisting of, viz.: architecture, food, stories, and environment that’s prominent with a Chinese family style atmosphere. Ironically, numerous cultural assets contained in the Semarang Chinatown Area are less celebrated unlike Semawis Night Market since people envision the area Semarang Chinatown only has it as its prime and foremost attraction. People's awareness to to other cultural and historical assets is immensely minimal. Therefore, through this Final Project the writer has chosen to fathom this issue and to come up with a solution. By establishing a brand new and fresh visual identity, the author wishes to be able to introduce Semarang Chinatown Area as an integrated cultural historic area to a wider-reaching audience to array a large selection of richness of philosophy, culture, and value that will not only enrich the knowledge of visitors but also to entertain them with some aesthetic pleasure.

Using the RE-AIM Framework in Formative Evaluation of the EAT Family Style Multilevel Intervention

Background Ecological Approach To (EAT) Family Style is a 16-week responsive feeding Early Care and Education (ECE) intervention, utilizing a multilevel improvement system of 4 implementation strategies: (a) provision of a 7-lesson, on-line professional development training for administrators and teachers (b) administrative support; (c) performance monitoring, feedback, and assistance through follow-up coaching; and (d) use of incentives. The 7 lessons cover role modeling, peer modeling, sensory exploration, self-regulation, children serve themselves, praise and rewards, and family engagement, each relying on goal setting. The evidence-based practices and implementation system was delivered to ECE administrators and teachers completing one online lesson/week followed by a coaching session with a trained coach. EAT Family Style is guided by the self-determination theory. The objective of this study was to evaluate the EAT Family Style intervention through the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework.Methods Center-based ECE administrators (n=8) and teachers (n=17) caring for preschool (3-5 years) children and coaches (n=9) who participated in the EAT Family Style intervention were recruited. Semi-structured interviews were conducted, transcribed verbatim, and coded deductively by 3 coders using RE-AIM dimensions as a priori codes and placed into themes and sub-themes using thematic analysis. Results All participants perceived that EAT Family Style improved children’s nutritional and developmental outcomes and encouraged a positive mealtime environment (Effectiveness). Coaches and administrators reported EAT Family Style aligned with their professional goals and beliefs. Coaches found professional development incentives important, whereas administrators/teachers specifically valued in-service training credit hours (Adoption). Teachers reported successful implementation of EAT Family Style practices in the classroom. Administrators and coaches supported the teachers through administrative and coaching strategies (Implementation). All participants reported they intended to continue using the intervention. Administrators and teachers discussed incorporating EAT Family Style practices into handbook/school policy (Maintenance).Conclusion(s) EAT Family Style was viewed as feasible by participants. Its 4-pronged implementation strategy has the potential to improve the uptake of evidence-informed feeding practices in ECEs.

Students and Superintendents: From “Family Style” to Moral and Political Supervision (Based on Materials of Pedagogical Institute and St. Petersburg University of 1800s – 1850s)

Introduction. The authors attempt to trace the evolution of relations between students and superintendents based on archival materials of Pedagogical Institute and St. Petersburg University. Methods. The research is carried out within the framework of the systems approach using historical methods to determine the specifics of the power relations in Russian universities in the first half of the 19th century. Analysis and results. University relationships were changed under the influence of social and political factors, the evolution of the organizational foundations of the university. The relations of students and a superintendent, who was initially chosen from professors, were of a “patriarchal” nature, and the small size of the university community and its isolation from the urban life of Saint Petersburg contributed to the design of a special “family style” of communication. With the increase in the number of students, it becomes necessary to clarify the legal boundaries of student freedom and strengthen police supervision. A detailed system of norms and prohibitions was legislated, and supervision of its implementation was entrusted to a superintendent, who was elected from civilian or military officials. Excessive strengthening of disciplinary supervision of students ended in all sorts of conflicts between students and superintendents.

Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.