Добірка наукової літератури з теми "On-Call volunteering work"

Volunteering work has played a major role in dealing with the COVID-19 pandemic crisis. Studying volunteering behavior is interesting because it holds many important lessons for businesses to attract and engage their primary stakeholders (employees and customers) and counter the challenges posed by the pandemic. As women make up a large percentage of volunteers, understanding the relationship between motivation and women intending to take up volunteering work during crises is necessary—particularly in collectivist Islamic societies. The present study examined the motivations of young women in Bahrain to volunteer for RT-PCR testing and vaccination drives sponsored by the government during the pandemic. The study also examined the effect of the volunteering experience on the lives of these women. The study was conducted using a mixed qualitative method that included focus groups and in-depth interviews. The research participants were millennial women who had undertaken volunteering during the pandemic. A few in-depth interviews were conducted with male volunteers to examine whether such motivations were influenced by gender. The findings of the research revealed normative, in addition to personal, motivators behind the act of volunteering, with a greater dominance of normative motivations such as the call of the homeland and philanthropy. The influence of the collectivist culture in shaping the normative motivations behind volunteering among these women was visible, and there was also an influence of religion and religious values.

Even today, when over 3.5 billion passengers travel on commercial flights each year, there is confusion about the duties and role of doctors and other licensed medical professionals volunteering to provide assistance to a passenger whose life is in jeopardy, especially when it comes to measures of cardiopulmonary resuscitation in the distinctive conditions of an airborne commercial aircraft. There are still no international, standardized guidelines, rulebooks, or instructions applying to all airlines when it comes to training and organizing the cabin crew, equipping emergency medical kits and covering the role of medical professionals volunteering their services in medical emergency situations. The aim of this work was to attempt to solve a common quandary among medical professionals when it comes to airplane travel. Based on the available literature, national and regional guidelines and rulebooks of airlines, in accordance with the ethical and legal principles binding medical professionals, we have attempted to answer the major questions related to cardiopulmonary resuscitation on commercial flights. All aspects are covered ? from a doctor volunteering to provide emergency medical care, through the marshalling of the cabin attendants, the availability of equipment, interaction with the flight captain and the captain?s decision whether to perform an emergency landing, to the possibility of obtaining additional information from medical call centers on the ground and calling medical crews to the nearest airport.

The article describes the features of volunteer health care as a promising innovative form of social development of student youth.The authors found that the peculiarity of the volunteer movement in Ukraine is the largest group of volunteers working in the social sphere in general and the development of the health environment. In particular, are students, and the number of young people who are constantly or sporadically volunteering is constantly growing.In general, in volunteering, young people are primarily interested in the development of communication, organizational skills and abilities, as well as in the development of leadership qualities of the individual. Very often they become volunteers to form and develop their professional abilities, which will create opportunities in the future to become competitive and highly qualified specialists.Modern student youth influences all social spheres and processes in society only on their principles of altruism and the desire for change. The relevance of volunteering and its popularity among students explain, first of all, the psycho-physiological features characteristic of student age. Studying in a higher education institution coincides with the beginning of the period of maturity, which is characterized by the strengthening of conscious motives for behaviour. Such personality qualities as purposefulness, determination, endurance, persistence, principled news, independence, initiative, ability to control oneself become more stable. In the process of students' participation in the volunteer movement, these qualities have the opportunity to develop and contribute to the further professional development of future professionals, especially in the social sphere.Volunteer health care as a promising innovative form of extracurricular activities (health, correctional and recreational work, etc.) researchers, theorists and practitioners call a key component in the effective formation of health competence of student youth.Prospects for further research in this area are in particular, innovative areas of volunteering aimed at improving the quality of life, deepening solidarity between people, the realization of basic human needs to build a more just society and more.

The hospitality industry is not immune from the social issues facing our society. There are cases of hospitality initiatives for social change, including philanthropy and social enterprise [1]. In our academic work, the key driver for change is how to overcome silos in order to create engaged, meaningful relationships between hospitality scholars in academia and external community stakeholders [1–3]. We sought to move beyond the traditional confines of academic institutions in order to ‘flip’ mind-sets and practice hospitality for the benefit of wider society. To achieve this vision of hospitality, we needed to work with and within communities. Intervention on long-standing social issues requires wider collaboration – reaching across businesses, third-sector organisations and education institutions. The New Zealand government has been calling on academia to make meaningful relationships that “open up diverse networks of knowledge and resources” for tackling social change [2]. Universities have not always had a good reputation for sustained meaningful engagement with external stakeholders [2]. For instance, typical interactions at universities may include one-way guest lectures or advisory boards who may serve more as a performance of communication for accreditation boards than actual listening and engaging with stakeholders. Dissatisfied with these limiting relationships, “we adopted principles from critical hospitality and dialogue theories to create a long-term space for inclusion, collaboration, and transformational change” [2]. We held a series of community stakeholder meetings using tools, such as Ketso [4, 5], that facilitated co-created conversations with diverse stakeholders – many of whom would not ordinarily have the chance to think through a social problem together. During these meetings, individuals discussed the issue and gained an opportunity to hear, learn and understand each other’s experiences. A recommendation emerged from these meetings [2] for the formation of a network of organisations, charities, individuals and businesses that were interested in tackling social change – called The Network for Community Hospitality (NCH). This recommendation enabled a communication network for diverse stakeholders, ranging from corporates, funders and third sector to individual community organisations to share conversation, resources, knowledge and work on social issues facing our communities. NCH has worked with a variety of stakeholders within communities drawing on different sets of knowledge to tackle social cultural issues related to hospitality, such as social housing, disability and employment, refugee welcome, and poverty. NCH has held ‘Town & Gown’ events to encourage dialogue between stakeholders who may not normally have access to decision-making and financial resources. Invitees to the dinners ranged from businesses to charities and aimed to encourage stakeholders to collectively think through how we can practice and make our communities hospitable. At these dinner events, people with similar interests were strategically placed around the tables. Between dining courses, short three-minute speeches were given by various organisations with a specific call to action for change. Other examples include organisations working with student groups to tackle a particular hospitality issue. Active collaboration with external stakeholders involves student internships/volunteering and students pitching their intervention ideas to the stakeholder. In many cases, after the course key students or student groups will continue either working or (micro-)volunteering with the organisation to help deliver and implement the enterprise or intervention. One of the determinants of success is the mind-set adopted during these processes. The aim is to enact participatory community development approaches that emphasise ‘bottom-up’, co-creation, and dialogue as important tactics for success. Many of the approaches we used were organic, even chaotic at times, inclusive, and always involved friendly conversations over a cuppa and food. Of course, issues can emerge from time to time due to differing understandings around concerns such as timeframes, focus, ownership and commitment. For education, the benefits are that we engage learners in meaningful practices that bridge students’ understanding of theories and real life for a better future. For businesses, it means future hospitality graduates are exposed to real-life issues, well-prepared to manage, able to take leadership and can vision new enterprises and practices for the sector. For society, involving a range of stakeholders to tackle social issues works towards developing inclusive, safe community spaces with a strong sense of civic engagement; in short, a vision for more hospitable communities. The original research on which this article is based is available here https://doi.org/10.1080/09669582.2018.1476519 Corresponding author Cheryl Cockburn-Wootten can be contacted at: cwootten@waikato.ac.nz References (1) Harkison, T.; McIntosh, A. Hospitality Training for Prisoners: A Second Chance? Hospitality Insights, 2019, 3 (1), 5–6. https://doi.org/10.24135/hi.v3i1.52 (2) Cockburn-Wootten, C.; McIntosh, A. J.; Smith, K.; Jefferies, S. Communicating across Tourism Silos for Inclusive Sustainable Partnerships. Journal of Sustainable Tourism 2018, 26 (9), 1483–1498. https://doi.org/10.1080/09669582.2018.1476519 (3) McIntosh, A.; Cockburn-Wootten, C. Refugee-Focused Service Providers: Improving the Welcome in New Zealand. The Service Industries Journal 2019, 39 (9–10), 701–716. https://doi.org/10.1080/02642069.2018.1472243 (4) McIntosh, A. J.; Cockburn-Wootten, C. Using Ketso for Engaged Tourism Scholarship. Annals of Tourism Research 2016, 56, 148–151. https://doi.org/10.1016/j.annals.2015.11.003 (5) Wengel, Y.; McIntosh, A. J.; Cockburn-Wootten, C. Constructing Tourism Realities Through LEGO® SERIOUS PLAY®. Annals of Tourism Research 2016, 56 (C), 161–163. https://doi.org/10.1016/j.annals.2015.11.012

Introduction:Civil emergencies occurring with little warning can quickly produce mass casualties. To develop an Emergency Department’s surge capacity, medical student involvement in the disaster response has been advocated. Duke-NUS Medical School in Singapore is located in proximity to Singapore General Hospital (SGH) and represents an untapped manpower resource. With appropriate training, medical students can be leveraged upon as ready and reasonably qualified manpower.Aim:This review provides a snapshot of the conceptualization and setting up of the Disaster Volunteer Corps (DVC) program. We discuss the overall strategy and benefits to stakeholders, emphasizing the close symbiotic relationship between academia and healthcare services.Methods:Duke-NUS medical students will be recruited to receive training from SGH emergency physicians. The frequency of training will be four times yearly, with ad hoc participation in disaster simulation exercises. A call-tree will be employed for DVC activation. The DVC curriculum includes disaster response principles, HAZMAT, crowd control, marshaling, logistics, psychological support, and basic first aid. Teaching methods include didactic lectures, case discussions, involvement in event medical cover, and participation in disaster simulation exercises and response planning.Results:To date, there are 10 medical students and four emergency physician faculty volunteers involved in the program. Support is provided by adjunct instructors from nursing, nuclear medicine, social work, and security, for training in decontamination, radiological disasters, psychological first aid, and crowd control measures respectively. Assessment by faculty will be conducted to ensure the quality of training and competency of skills.Discussion:The DVC provides a unique way of teaching medical students disaster medicine principles in a hands-on experiential format, while simultaneously enhancing the operational readiness of the hospital in times of disaster. This model of close collaboration between university educational and healthcare services provides a feasible model of structured volunteerism that could be replicated in other similar settings.

Abstract Introduction California’s Creek Fire is not only the largest single wildfire in a state known for huge and destructive blazes, it spawned two rare fire tornados with winds over 100mph, a day after the fire started in early September. Huntington Lake and Mammoth Pool were the sites of these rare events leading to hundreds of trapped campers. An air rescue operation airlifted hundreds of trapped people to safety. Twenty days after the start of the fire, it had burned >300,000 acres with only 36% containment by fire crews. This review is an evaluation of our hospitals response team and the events surrounding that night. Methods Our on-call surgeon had called in the back-up surgeon to run a second trauma operating room. It was at this time, the news had reported trapped campers near Mammoth Pool. The burn surgeon was notified and reported to the emergency department (ED) as word of 65 possible victims spread. Local disaster response planning was initiated with an ED physician triaging patients at the regional airport. Initial calls were made to the division chief and burn medical director. The nursing director was notified along with any available nursing staff with 8 ICU nurses volunteering to report. Immediately, lateral transfer orders were placed for all burn patients housed in the burn center which has 10 ICU bed capabilities. Results The first helicopter landed with 5 of the burn victims presenting to our hospital. 4 of the victims were male and 1 female with ages ranging from 17 to 27. Total body surface area burn was estimated on each with 2 minor burns < 10% and 3 moderate sized burns of roughly 25%. These patients were quickly triaged in the ED and traumatic injuries evaluated. 3 of the patients were placed in ICU level care with the 2 remaining patients housed in the ED as word trickled in about another rescue effort with an additional 95 people. By morning, an additional 2 patients were transferred to our burn center from the surrounding hospitals and another 2 patients evaluated for burns sustained in separate events. All patients were taken to the operating room over the next 24–48 hours for excision and autologous spray on skin cells (ASCS) in combination with widely meshed skin grafts or ASCS alone. Conclusions Communication, teamwork, and personnel that are dedicated to the care of burn patients made this tragic incident manageable. The Creek Fire hit home for many of the burn staff not only because of the patients that were cared for, but because this area of California was a beloved respite for many. A debriefing with a chaplain, grief counselor, and psychotherapist, was held within 2 weeks of the incident to provide support to the staff during this devastating time.

This is an exciting time for me, writing my first Message from the President for JPOSNA®. Having been involved in the early discussions about starting our own journal back in 2015 and seeing it thrive and grow in 2022 is truly an amazing experience. The decision to start JPOSNA® and to make it the official journal of POSNA was a result of the foresight, wisdom, determination, and hard work of so many people. It is truly our journal, our home for the latest information and knowledge, and reflects who we are as an organization. POSNA is healthy and growing and so is our journal. We have had a record number of applicants for membership this year. Annual Meeting attendance has increased from COVID-19 lows, and 2023 in Nashville may be one of the largest ever. The value of face-to-face interaction, friendship, and camaraderie we get from in-person meetings is invaluable. We are grateful to our industry partners whose support for our mission also continues to grow with us. In this changing environment, our organizational growth needs to be smart growth, meaning we need to recognize and position ourselves to take advantage of new opportunities as they come along. JPOSNA® also continues with smart growth. We are now on our third edition that contains original research, and in addition to our four quarterly issues, we are developing two supplements: one will be devoted to the 2022 Pre-Course, chaired by Julie Samora, MD, PhD, on Diversity, Inclusion, and Equity and the other to Advances in Pediatric Orthopaedic Education and Technical Training, edited by Elizabeth Hubbard, MD, to be published August 15. The number of submitted papers, videos, and abstracts continues to grow as well. This continued growth needs to remain focused on things that will allow us to continue our educational mission to our membership, allow for long-term financial stability/profitability, and ultimately pursue Medline and PubMed access. Work in all of these areas is currently underway. POSNA is an organization powered by volunteers and so is our journal. Part of our special and unique culture of POSNA is a strong spirit of volunteerism. This year, we had 108 members volunteer for positions on 27 various committees through the CAP process. Almost 21% of our members serve on at least one or more of our committees. Our educational and outreach missions are powered by this selfless volunteer spirit and include global outreach care, research, and education. This same volunteerism is driving the success of JPOSNA®. Special thanks need to be given to Ken Noonan, MD, our Editor-in-Chief; JR Cruz, MD, Deputy Editor Research; Bryan Tompkins, MD, Deputy Editor Technology; and Lisa DuShane, Managing Editor, for their countless hours of effort into making this a journal we can all be proud of and call our own. Our smart growth has been focused on expanding our expert section editors and our review board, again, all volunteer positions. One of the big concerns starting this journal in our time-constrained environment is the lack of reviewers and reviewer burnout. Our volunteer spirit put these concerns to rest when 173 members signed up to be reviewers, again, something that truly makes this journal our own. POSNA is diverse and so is our journal. As I mentioned in my incoming Presidential Address, diverse organizations are better organizations due to the power of differing viewpoints, experiences, and opinions. While POSNA is certainly leading in diversity within orthopaedic surgery, we still have work to do. Exciting initiatives such as the formation of the Justice, Equity, Diversity, and Inclusion (JEDI) Committee and the Lead Like Lori Lectureship series, which will start at the 2023 Annual Meeting in Nashville led by Lindsay Andras, MD, and Brandon Ramo, MD, to honor Lori Karol, MD, our friend, mentor, and first female POSNA president, continue to improve our organization. Our Board of Directors continues to become more diverse, and we are also better as a Board and an organization because of this. This diversity is reflected in many ways in this current edition of JPOSNA® and it is this diversity that makes JPOSNA® unique and special. Because we are not constrained to the article format of traditional journals, we can provide so many more types of educational content and value. In this edition, for example, we have a diverse range of formats from original research, technique videos, surgical tricks and tips, business/coding information, expert opinion, and best paper/abstract/videos from the 2022 Annual Meeting in all areas of pediatric orthopaedics. We have a wide range of authors, both male and female, from senior surgeons, mid-career surgeons, and newer surgeons, residents, and fellows from inside and outside of North America. Articles in this edition include those on language, gender, religion, adaptive sports, and age. There is also an invited paper on the experiences of our recent POSNA-EPOS Traveling Fellows—Jennifer Bauer, MD; Maryse Bouchard, MD; and Jaime Deming, MD. This diversity in authors, topics, and formats highlighted in this edition shows the value and power of diversity within our journal and our organization. This is a unique time for both POSNA and JPOSNA® as we emerge in a changed post-pandemic landscape. While some organizations failed during COVID, POSNA and JPOSNA® not only survived but thrived. We thrived because our strong core mission of patient care, education, research, and providing the best possible care to our patients will never change, our culture of volunteerism and diversity of thought and experience are strong, and we have had the courage to make difficult but smart decisions when necessary.

Why should international educators encourage research abroad? The work of the students represented in this Special Volume of Frontiers exemplifies the best of undergraduate research abroad. Their research shows an achievement of one, or all, of the goals international educators typically set for learning abroad: linguistic competence, cross-cultural skills, cultural competence, and disciplinary learning. Research abroad often holds strong incentives for successful student learning. Students choose their own research topics, providing intrinsic motivation to move beyond superficial explorations of their topic. Fulfilling faculty expectations for student learning, whether in the form of a paper, thesis, data collection or ethnographic study provides extrinsic motivation. The value of disciplinary learning abroad, especially in course-based programs, disputed on home campuses. Undergraduate research abroad can demonstrate that the cultural context of learning enhances the disciplinary knowledge gained. Disciplinary learning in another cultural context can correct culturally-ingrained research biases. Students gain knowledge difficult to capture without the cultural exposure provided by the experience abroad, which informs their work with nuances of first-hand research, moving it beyond the intellectual. Home-campus faculty may be less skeptical of the merits of sending students abroad for disciplinary learning if that experience results in an increase in knowledge or a demonstration of the application of previously gained disciplinary knowledge in a new context. Developing research skills in an international context means that students must learn how to navigate in another culture. Students must interact with people who are not their peers and who are outside a traditional classroom setting. By approaching organizations and individuals that inform their research, students learn much about the workings of the culture. And success in one attempt to navigate a host-culture can lead to success in further attempts. For the student-researcher, persistence is necessary because their research goal depends on successfully gaining access to the information they require. Cross-cultural skills are the tools that enable student-researchers to accomplish their goals and finish their projects. In order to achieve this in non-English language locations, students must develop a certain level of linguistic competence or, if using an interpreter, basic forms of communication in the host language. They must develop these competencies not only in everyday topics, but also in their fields of research. How will they ask about their topic if they do not learn some of the vocabulary? How will they obtain the help or information they need if they cannot ask people for it in appropriate forms? Since a research project typically requires a number of weeks to complete, student-researchers are likely to use these linguistic skills on an on-going basis. As a result, the linguistic competency gained is reinforced, and becomes more permanent. This cultural and linguistic learning can lead students to develop generalized cross-cultural skills with the assistance of international educators. We can provide valuable help to students doing research by asking them questions that will encourage them to realize that these skills transfer into other cultural situations. Often it requires simple queries: “What did you do to get this information? Did you have someone specific in the culture that gave you good advice? How did you find this person? What steps did you take when you succeeded in doing a piece of your research? When you did not succeed how did you figure out what went wrong? What did you do to try again? Beyond these basic questions, there are larger ones that can spur on student learning: “What did you learn from doing this project that would allow you to do another one in a completely different culture? How did you make sure your project was culturally appropriate? Did you think about making your project useful for local people? How would you share these results in the most effective way?” In posing these questions, we encourage students to examine the specific context of their research, and also to consider a meta-level analysis that places their research in a broader context. The hope is that students will see these skills in the wider global context, and that future cultural learning will be analyzed in a similar manner and transferred into other cross-cultural situations. If we achieve this, then we have certainly met the highest goals of encouraging students to learn to transcend cultural differences in constructive ways and to adapt to differing cultural modes as appropriate. Student research abroad can be a powerful way to accomplish all types of cultural learning. Supporting Undergraduate Research Abroad Even with these benefits, not many undergraduate students undertake research opportunities abroad. Faculty may advise students that research in their chosen discipline is better done at home, given the resources of the home campus. Students may be told that their language skills are not strong enough or that they are simply not mature enough as scholars in their disciplines to conduct relevant research. Students may be encouraged to conduct research or participate in directed study, but not to do field work or participate in experiential learning. A student may be able to receive credit for an internship that requires a substantial paper, but not for an ethnographic study. Moreover, the very idea of conducting research may be daunting to some students. Efforts should be made to advertise existing research opportunities abroad and to encourage new ideas for conducting research. If undergraduate research is endorsed by the highest academic officers of our institutions, our Presidents, Provosts and Academic Deans, faculty are more likely to provide encouragement and support, and then students will be more likely to pursue these options. International educators can assist these efforts by creating programs that offer research options, advertising such programs, and, most importantly, finding funding sources for such efforts. In order for students to take advantage of possible opportunities, it may be necessary to find ways to register students who might otherwise travel abroad independently (and thereby not be registered at their home institutions) in credit-bearing programs that would make them eligible for funding. The National Security Education Program David L. Boren Undergraduate Scholarships provides a model that allows advanced undergraduates with strong language skills to apply for funding for individually-arranged, supervised independent study. International educators may also help by designing processes on the home campus that support student research abroad. Research can take many forms, from the use of original documents and artifacts in libraries, archives, and museums, to service-learning, conducting field work, joining a research group, conducting interviews, doing a creative project, or interning or volunteering for an organization. On-campus administrative processes should make clear to students what types of projects are eligible to receive credit. If a student expects to receive credit at their home institution, they need to be able to review easily the criteria for determining whether credit will be granted with the appropriate on-campus authority (e.g. academic dean, department head, or registrar). Receiving credit helps to motivate the student and to validate the undertaking; making the credit-granting process clear can make a big difference to students exploring these options. It also assures that there will be faculty input, if not throughout the project, at least in the determination of granting credit on the home campus. In designing programs abroad with research components, faculty involvement is essential. Indeed, faculty supervision and support can make or break such projects for students. Faculty supervisors on the home campus or abroad will be more likely to agree to support a student researcher if they feel that this is a recognized part of their teaching. The supervision of an independent study can be time-consuming. Do departments consider this supervision when assigning workloads? Is extra compensation provided? Should these financial concerns be addressed in the budgets of the abroad programs? Can students continue follow-up work with faculty after they return home? Faculty supervision of student research abroad may follow various models. In some cases, research is an integral part of a study abroad program. Arrangements may be made to train the student on-site, perhaps as part of a course. The student conducts the research on-site, under the supervision of a resident director, or an on-site faculty member, and the course ultimately becomes a part of the student’s academic record, along with all other courses taken abroad. Another model has a faculty member at the student’s home institution supervising the student, along with some support given by a local faculty member. This model requires effective communication between the student and the faculty member on the home campus. In both cases clear goals need to be established about the nature of the project, research methods, and the final product. Fortunately, many of these formats can follow timelines and processes already developed on the home campus. However, once in the host country, parameters may change. Students may discover new opportunities, or their original ideas and plans may not be feasible. The logistics of conducting research in an international setting may make it impossible to keep to the original goals. In addition to guiding research and assessing the final product, faculty can serve in other important roles. They may introduce students to opportunities to submit their work for publication, present it at professional conferences, or compete for academic awards. Undergraduate research funding from the home institution might require a student to present their findings. Some institutions organize annual opportunities for students to give oral presentations or poster sessions during research fairs or conferences on campus. Others have a journal of student research. Resources and opportunities that are provided to students who conduct research on campus should also be extended to those whose work is done overseas. In many cases students may use the research conducted abroad as the foundation for a senior thesis. Students may choose to conduct independent research abroad. If students do research and are not enrolled in a program (e.g., during the summer) and have been encouraged to do so by their institution, have received funds from their institution, and will perhaps receive credit, their home institution should prepare them for the experience. Faculty and administrators should conduct seminars, orientation programs, and research methodology sessions to prepare students. Institutions should consider offering benefits to individual students that they would normally offer to students going abroad on registered study abroad programs (i.e., access to emergency services). By regularizing these aspects of going abroad, even to conduct independent research, institutions will be better able to track students who are conducting research abroad. At the minimum, students going abroad independently should be directed to information sources on health, safety, and security preparations when traveling to the host country. Additionally, students should be made aware of any legal issues related to doing research, and have their proposals vetted through the usual campus channels such as institutional review boards. Outcomes of Student Research Little data exists on how many students conduct research abroad, or on how this experience affects their academic work when they return to campus as well as their career decisions after graduation. Currently the national data on study abroad from the Institute of International Education’s annual Open Doors report documents only participation in credit-bearing programs. No statistics are kept on the numbers of students conducting research abroad who will not receive credit for their research. Among the questions this lack of data raises are: Are these students more likely to attend graduate school in their major discipline and to look for opportunities to conduct research abroad? Are they more likely to pursue independent research in sites that are less common as study abroad destinations? If they conducted research in a foreign language, are they more likely to study this language at an advanced level? The Lincoln Commission articulates the need for more in-depth international educational experiences, of which research can play an important part: An understanding of the diverse cultures of the world, especially those of developing countries, should be an essential component of the 21st-century education of our nation’s students. Direct exposure to foreign languages and other aspects of these cultures can best be achieved through a meaningful study abroad experience. Broader global awareness among America’s future leaders will, in turn, lead to more effective U.S. foreign policy, greater security from terrorism and economic resilience in the increasingly competitive world of trade. The research benefits discussed above mesh well with the current national interests that call for broader global awareness, and international educators should seriously consider designing and supporting research opportunities as one of their efforts to increase such competencies. Conducting research abroad can be one of the most personally satisfying parts of a student’s undergraduate academic career. These undertakings can also be frustrating and fraught with difficulties unless there is good planning and communication with a students’ academic advisors. International educators can assist in making these opportunities as effective, safe, and rewarding as possible. Faculty and administrators should look for ways to help students overcome the potential barriers to a successful experience, including the credit-approval process, organizing faculty supervision, and accessing information about opportunities, as well as funding. Since undergraduate student research abroad can lead to improved linguistic competence, cross-cultural skills, cultural competence, and disciplinary knowledge, we should do everything we can to develop and promote it. Mell C. Bolen~ Brown University Pat Martin~ University of Pennsylvania About the IFSA Foundation: The IFSA Foundation was founded to assist the continuing advancement of international education through direct and indirect support of study abroad by undergraduate students from U.S. colleges and universities. This is the first foundation whose mission focuses exclusively on the advancement of study abroad as a major component of higher education in the United States The Directors of the Foundation believe that effective study abroad for U.S. students involves minimally a semester length experience and, wherever possible, close academic integration with recognized universities abroad and, in all cases, the provision by the program sponsors of comprehensive student services to maximize the academic and cultural benefit of the experience and provide for the welfare and security of students. The IFSA Foundation intends to concentrate on projects that will provide muchneeded strength to undergraduate study abroad in the United States: scholarships to extend opportunities (particularly among underrepresented groups); start-up funding for underdeveloped areas of semester and full year study abroad programs; and support for the development of innovative projects designed to broaden the scope of the undergraduate study abroad experience. The IFSA Foundation grants are given only to institutions; scholarship grants are not tied to participation of students on any particular program. For more information: http://www.theifsafoundation.org

Abstract Background Over the past two decades, prescription medication use for pain and depression increased dramatically. Most studies consider the early life course, despite a similar increase among those in later life. In this paper, we examine whether and how later life transitions may relate to changes in medication use. Methods We draw on data from the Health and Retirement Study and fixed-effects models to examine whether work, family, and civic transitions in later life are related to changes in the usage of prescription pain and depression medication. Results Results show that individuals had higher odds of regularly using prescription pain and depression medications in periods when out of the labor market. Higher odds of depression medication use were also associated with periods of widowhood, and lower odds of use when frequently volunteering. Such relations persist adjusting for reported levels of pain and depression. Conclusion Our findings call attention to the importance of social ties and the presence of actors that may regulate health behaviors, as well as a change in social context, that may shape medication use in later life.

This paper critically examines epistemological, ontological, and axiological tensions of activism in three related contexts. These are, first, (primarily medical) volunteer tourism ideologies and practices in Central America, including U.S.-American teenagers volunteering in medical centers where, entirely untrained, they do sutures and injections, deliver babies, and help with amputations. Second, the paper considers and critiques local norms (e.g., widespread homophobia) and materials (e.g., the use of short-handled agricultural hoes) that may be discursively constructed as resistance to western imperialism. Finally, the critique turns back on the researcher gaze itself, problematizing the notion of academic activism in spaces, like these, where criticality itself is an imported—arguably luxurious—folly. Local people, it is apparent, do not want convoluted theorizing or Western hand-wringing; they want proper medical care. The paper therefore considers the extent to which academic work in such spaces can call itself activism at all. Three years of ethnographic research inform the paper (2013–2015, predominantly in Guatemala and Nicaragua), including hundreds of hours of interviews and participant observational fieldwork, in Spanish and English, with local stakeholders (e.g., teachers and homestay hosts) and Western volunteer tourists. The paper is theorized with reference to postcolonial theory, critical medical ethics, and liberation theology.

Cette thèse adopte une perspective de recherche en sciences sociales pour examiner les usages de l'application SMSlivräddare (eng. SMSlifesaving), devenue Heartrunner, ayant pour objectif de solliciter des bénévoles à proximité de personnes presumées victimes d'un arrêt cardiaque extra-hospitalier. Cette étude de cas sur les usages de cette application médicale et de santé juxtapose les « portraits » publics de l'application, de ses utilisateurs potentiels, de leurs rôles actifs et de leurs pratiques d'usage et les témoignages des utilisateurs bénévoles. Cette analyse explore les dimensions des rôles actifs de l'application et de ses utilisateurs tels qu’ils sont délégués par les « portraits » de la technologie et tels qu’ils sont perçus par ses utilisateurs. Cette analyse rend visibles les aspects des rôles actifs et des pratiques des utilisateurs bénévoles au moment de la mise en œuvre de cette technologie dans deux premières régions, avant son adoption ultérieure dans d'autres régions de Suède ainsi qu’au Danemark. La perspective de la recherche médicale a jusqu'à présent dominé les études sur les applications de secourisme. Ces études ont évalué les résultats de l'usage de l'application par les bénévoles et se sont concentrées sur l'examen de l'efficacité de ces applications, par des indicateurs tels que le nombre d'utilisateurs arrivés sur place et le nombre de ceux qui ont participé à la réanimation des personnes victimes. Dans le même temps, ces travaux ont contribué à la construction de discours prometteurs et à des approches instrumentales appliquées pour comprendre les significations et les usages des applications médicales et de santé. En revanche, en s'appuyant sur l'analyse discursive et thématique du matériel de recherche qualitative, cette thèse cherche à mettre en évidence les perspectives des utilisateurs dans leur co-construction de la technologie de secourisme à travers leurs pratiques d'usage de l'application. Par une approche théorique socio-matérielle, elle explore de manière critique les rôles actifs des utilisateurs tels qu'ils sont délégués par les discours des développeurs du projet, des gestionnaires et des évaluateurs de cette technologie médicale et tels qu'ils sont négociés par les utilisateurs dans leurs pratiques quotidiennes. Cette thèse examine tout d'abord les « portraits » de l'application publiés en ligne, de ses utilisateurs et de leurs rôles actifs, mais aussi dans les pratiques de recrutement des utilisateurs et enfin dans une publication de recherche médicale évaluant cette technologie de secourisme. Ensuite, la thèse examine comment les bénévoles décrivent les motifs de leur décision de devenir usagers de l’application, le contexte social de leurs décisions et les significations qu'ils attribuent à leurs pratiques. Troisièmement, la thèse examine comment les récits des bénévoles, en juxtaposition avec les « portraits » en ligne de la technologie SMSlifesaving, représentent les pratiques d'usage de l'application par les bénévoles aux differentes étapes: avant la réception des notifications les informant des cas d'arrêts cardiaques, au moment de la réception de ces notifications, et après leur acceptation.Contribuant au champ de la recherche sociale critique sur les applications médicales et de santé, la thèse met en relief que les utilisateurs de l'application SMSlifesaving et les technologies qu'ils co-construisent ont des rôles actifs. Elle illustre les rôles actifs délégués et négociés par les utilisateurs ; ces derniers lorsqu'ils surmontent les dépendances quotidiennes de l'application et mesurent l'importance de leur travail bénévole, par l’intermédiaire de leur usage de l’application, par rapport à leur travail rémunéré et à leurs engagements de vie privée, développent un engagement consciencieux envers l'application et redéfinissent les promesses médicales de l'application pour les personnes victimes et leurs familles
This thesis embraces a social science research perspective to examine uses of the app SMSlivräddare (eng. SMSlifesaving), now Heartrunner, dedicated to alert volunteers nearby to assist people suspected to suffer from a cardiac arrest outside hospital. This case study of the uses of the health and medical app juxtaposes the public portrayals of the app, its prospective users, their agencies and use practices with the volunteer users’ own accounts. The analysis explores dimensions of the app’s and its users’ agencies as delegated by the technology’s portrayals and perceived by its users. It renders visible also possibly obscured aspects of the volunteer users’ agencies and practices at the time of the technology’s implementation in the two first regions, before its subsequent adoption in other Swedish regions and in Denmark. A medical research perspective has so far dominated the studies of lifesaving apps. Such research evaluates the patients’ health outcomes resulting from the app use by the volunteers and concentrates on the examination of the efficiency aspects of the app, such as how many users arrived and how many engaged in resuscitating the patients. At the same time, it contributes to the promissory discourses and instrumental approaches applied to understand the meanings and uses of health and medical apps. In contrast, building on the discourse and thematic analysis of the qualitative research material, this thesis seeks to highlight the users’ perspectives in their co-constructing of the SMSlifesaving technology through their app use practices; it embraces a socio-material theoretical approach and critically explores the users’ agencies as delegated by the discourses of the project developers, managers and evaluators of the medical technology and as negotiated by the users in their daily practices. This thesis, first, investigates the public portrayals of the app, its users and their agencies published online, in the user-recruiting practices, and in a medical research publication evaluating the SMSlifesaving technology. Next, it examines how the volunteers’ accounts describe the rationales of their entry into their SMSlifesaving app use practices, the social context embedding their entry and the meanings which they ascribe to their practices. Third, the study investigates how the volunteers’ accounts in juxtaposition to the online portrayals of the SMSlifesaving technology represent the volunteers’ app use before their receptions of the app’s notifications which inform them about cardiac-arrest cases nearby, at the time of reception of such notifications, and following acceptance of such notifications.Contributing to the field of critical social research on health and medical apps, the thesis identifies that both the SMSlifesaving app users and the technologies they co-construct have agencies. It illustrates the users’ agencies delegated and negotiated; the latter when they overcome the app everyday dependencies and judge the app-mediated volunteer work importance versus their paid work and private life commitments, develop dutiful engagement with the app and re-define the app’s medical promises for the patients and their families

The article is devoted to the study of the reasons for volunteering among students of a medical university during the Covid-19 pandemic, with the definition of some of its psychological aspects. This topic is currently very relevant, since now a pandemic of a new coronavirus infection continues in the world. Given the widespread shortage of medical personnel, volunteer assistance is becoming an extremely important aspect in the comprehensive process of providing comprehensive care to covid patients. Medical students in their volunteering activities most often find their «place» either in hospitals or in call centers. The objects of a 2-stage study, conducted in May – June 2020 and in December – January 2021, were 150 medical students, divided by 50 people into 3 groups, depending on the course of students (1–2, 3–4, 5–6). The main reasons that prompted medical students to volunteer were studied, as well as their changes in dynamics, from the «first wave» to the «second wave» of Covid-19. It was found that most of the future doctors were eager to help people and participate in the general fight against the new coronavirus infection. The next part of the study was to determine, using the Spielberg method, the levels of anxiety among students during the «first and second» waves. A certain dynamics of various levels of anxiety was revealed, which may indicate a kind of psychological adaptation. This work is of certain interest, both for practicing psychologists and for teachers of higher education.