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“When COVID Hit”: Psychosocial Impacts and Coping Strategies Among Ohio’s Public Health Workforce
No full textBackground: The COVID-19 pandemic was associated with widespread occupational stress and burnout. Given the duties of public health, alongside the politicization of public health mandates in Ohio, we attempted to understand the potentially unique psychosocial impact of the pandemic on Ohio’s public health workforce.
Methods: A mixed method study was conducted to understand the factors associated with everyday discrimination, burnout, perceived stress-anxiety, and commitment to continue in public health. Ohio public health workers were invited to participate in an anonymous online survey and/or confidential phone interview. Descriptive statistics, bivariate tests, and stepwise linear regression were calculated. Interpretive phenomenological analysis was used to evaluate the qualitative interview data.
Results: The majority reported symptoms of burnout, and nearly 1 in 3 indicated readiness to leave the public health workforce. Public facing response duties correlated with everyday discrimination, burnout, and commitment to continue. Everyday discrimination was associated with perceived stress-anxiety. Perceived stress-anxiety was linked to burnout. Job satisfaction correlated with both burnout and commitment to continue. Two qualitative themes focused on psychosocial impact and coping were organized into 7 subthemes which elaborated our understanding and affirmed the quantitative findings.
Conclusion: The findings represent a critical time of the COVID-19 pandemic and potential fallout on Ohio’s public health workforce. Work is needed to develop and maintain a resilient workforce. To prevent burnout and loss of institu-tional knowledge, effective coping and capacity building efforts are needed to tackle the unpredictable conditions of public health. Initiatives to address the public’s understanding and normative response to public health efforts are war-ranted
Documenting the ‘Rural Wraith’ Phenomenon
No full textThis article reports on a contemporary criminal phenomenon occurring in the UK which spans both urban and rural policing – namely the use of electronic scooters and motorcycles (often simply referred to as e-bikes) to commit crime. These are used by criminals who use them as a tool of criminality because of their enhanced mobility and their operational silence. Gangs of urban based criminals also referred to as ‘Rural Wraiths’ or ‘e-bandits’ use them to raid farms in the countryside to steal quad-bikes and GPS trackers from tractors amongst other items. This innovative criminal modus operandi is a particularly fit with the ecology agriculture in the UK in that many rural areas are within easy travelling distance for urban-based criminals. It is thus of limited utility in rural settings in Australia, the United States and Canada where geographic distances from urban areas are greater. The article introduces the phenomenon by discussing the urban based phenomenon before scoping and documenting the nature of the problem and providing examples of the so-called rural wraith activity in the countryside
Distinguishing Between Histories of Speciation and Introgression Using Genomic Data
No full textIntrogression creates complex, non-bifurcating relationships among species. At individual loci and across the genome, both introgression and incomplete lineage sorting interact to produce a wide range of different gene tree topologies. These processes can obscure the history of speciation among lineages, and, as a result, identifying the history of speciation vs. introgression remains a challenge. Here, we use theory and simulation to investigate how introgression can mislead multiple approaches to species tree inference. We find that arbitrarily low amounts of introgression may potentially mislead both gene tree and parsimony approaches to species tree inference if the level of incomplete lineage sorting is sufficiently high. We also show that an alternative approach based on minimum gene tree node heights is inconsistent and depends on the rate of introgression across the genome. To distinguish between speciation and introgression, we apply supervised machine learning models to a set of features that can easily be obtained from phylogenomic datasets. We find that multiple of these models are highly accurate in classifying the species history in simulated datasets. We also show that, if the histories of speciation and introgression can be identified, PhyloNet will return highly accurate estimates of the contribution of each history to the data (i.e. edge weights). Overall, our results highlight the promise of supervised machine learning as a potentially powerful complement to phylogenetic methods in the analysis of introgression from genomic data
How I Treat Alopecia in Patients with Cancer
No full textFor general dermatologists, the examination, diagnosis, and treatment of hair loss in patients with a history of cancer can be challenging. Previous and current chemotherapy, radiation therapy, and anti-cancer therapies need to be considered when developing a management strategy. Here we review strategies for reviewing patient medical histories, the incorporation trichoscopic examinations to aid with diagnosis, and special treatment considerations that do not increase risk of cancer reoccurrence. As novel anti-cancer therapeutics continue to be approved, it is imperative that dermatologists serve in support networks of patients experiencing dermatologic side effects. This article aims to aid dermatologists in the safe and effective treatment of hair-related side effects that negatively impact the survivorship of patients with cancer. 
Research Note: The Growth of Old Order Mennonite Schools
No full textSchools for horse-and buggy Old Order Mennonite students have shown steady growth in the United States and Canada. In 1966, there were 34 schools located in Pennsylvania and Ontario. At that time, the majority of them were one-teacher schools led by a female teacher with an average of 27.4 pupils per teacher. By 1980, there were 138 schools located in nine states and Ontario. The majority were one-teacher schools led by a female teacher with an average of 24.2 students per teacher. By the 2022–2023 school year, there were 427 schools with an average of 14.7 pupils per teacher located in 14 states and three provinces. The majority of teachers were female, and the two-teacher school was now the most common type of school. Other key changes by the 2022–2023 school year were the number of schools with a special education teacher—52 schools (12% of all schools)—and the use of helpers (teaching assistants) in 22% of the schools. The growth rate of Old Order Mennonite schools was approximately seven new schools per year from 1966 through 2022
Fear of the Impaired Practitioner, Mandatory Reporting, and Clinician Suicide: A Lived Experience of Fitness to Practice Investigation as a Student
No full textThis article will explore the embedded culture of professional mental health stigma within the mental health professional workforce in Australia, and issues stemming from regulatory complaints processes (i.e., fitness to practice investigations) that translate into workplace stigma, placing mental health workers and student trainees at increased risk for fear and avoidance of help-seeking, isolation, burnout, and suicide. It will discuss the ethics of mandatory reporting of clinician impairment for mental health concerns, and how this compounds risk for vulnerable people, heightens masking of mental health concerns, leads to isolation, and barriers for help-seeking, and paradoxically, heightens risk to the public. The issues faced by clinicians and student trainees with Lived Experience of mental health concerns will be explored, including self-disclosure of Lived Experience of mental health concerns, diagnoses, and/or service-use in the workplace or tertiary settings; stigma and discrimination in health and mental health work and education settings and cultures of shame and ableism. Issues surrounding mandatory reporting for "impairment" and fitness-to-practice investigation, and the ethics and safety of mandatory reporting processes will also be explored. This article will use autoethnographic research methods of the author's own experience as a student subjected to the Australian Health Practitioner Regulation Agency (AHPRA) fitness-to-practice investigation and vexatious complaint, to support the literature and fill in gaps, as real-world illustration of these issues. Finally, suggested adaptations to AHPRA's investigations program and the mandatory reporting process will be discussed
Neurodivergent Spatialities: A Geographical Reading of Recent Empirical Work in Neurodiversity Studies
No full textNeurodivergent people often feel they don’t belong. This is not just an emotional response to neurotypical norms, but a matter of “misfit” embodiment in particular places (Garland-Thomson, 2011). Recent empirical research adopting a neurodiversity critique is beginning to examine neurodivergent spatialities in increasingly substantive ways. Often space is a static container for the discourses and practices that shape neurodivergent people’s lives. Unmarked whiteness often accompanies this approach to space. However, space becomes a much more active presence when examining the experiences of racialized neurodivergent people. Strategies of spatial containment have long been central to regulating racialized and other oppressed groups. However, “container-space” on its own is inadequate for understanding the different risks and outcomes that different neurodivergent individuals face, especially when exhibiting neurodivergent comportment and emotions. Other work builds on these critical insights by seeking to affirm neurodivergent ways of relating to the world. Here, often borrowing from ideas of queer and crip time, scholars show how space can shape how people are continually becoming as embodied subjects over time. This scholarship invites us to ask how specifically neurodivergent forms of agency might emerge from the mutual relationship between embodiment, time and space. Deeper engagement with material space through intersectional thinking and more robust attention to space when exploring alternative temporalities are needed not only to understand how neurodivergent people can be misfits, but also how they may thrive
An Annotated Corpus of Tonal Piano Music from the Long 19th Century
No full textWe present a dataset of 264 annotated piano pieces of nine composers, composed in the long 19th century (https://doi.org/10.5281/zenodo.7483349). Annotations adhere to the DCML harmony annotation standard and include Roman numerals, phrase boundaries, and cadence types. The scores are encoded in the XML-based MuseScore 3 format. Annotations are embedded within the MuseScore files. In addition, all harmony information, alongside key features of the encoded measure and note objects, is provided in the form of plaintext TSV-formatted tables for increased interoperability with other datasets and analysis tools. Annotations were collaboratively created and reviewed by a pool of trained music theorists. Collaboration took place asynchronously online via a semi-automated GitHub-based workflow designed for quality assurance, allowing cycles of revisions and reviews until consensus is reached. The full revision history is retained, providing data for further empirical research on inter-annotator agreement and related topics. We also present descriptive statistics about the nine corpora and the dataset as a whole, including comparisons of pitch-class contents, phrase lengths, modulations, and cadence types. We conclude with a discussion of our musicological principles for corpus building and considerations of representability
Metaphor in Music Pedagogy and Its Connection to Embodiment Consciousness
No full textThis paper provides a commentary on “Embodiment Consciousness in Music Performance Pedagogy” by Alves and Nogueira, developing the notion that metaphorical language and extra-musical information can allow expert teachers to convey various teaching strategies. I expand upon some of the themes that are addressed in the article and the concept of metaphor in particular. This opens up some interesting ideas around how metaphors are culturally understood phenomena, ones that expert teachers can use to their advantage. The authors provide a framework in which this can be understood in terms of embodiment consciousness. However, there is room for more nuance as it relates to process