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209. Decoding Training Needs: Exploring Demographic Data to Understand Retail Food Regulatory Workforce Composition and Inform Capacity Building

Author

Streuli, Samantha, Gill, Gagandeep, DeVito, Roseann, Fahnestock, Lindsay, DeFrancesco, Joetta, Somaiya, Chintan K., Ramirez, Daniela, Baker, Rance, Dyjack, David, and Randhawa, Manjit

Subjects
Environmental health -- Human resource management, Retail industry -- Licensing, certification and accreditation -- Environmental aspects -- Health aspects, Food industry -- Licensing, certification and accreditation -- Environmental aspects -- Health aspects, Public health -- Human resource management, Labor supply -- Demographic aspects, Food and beverage production/distribution software, Company personnel management, Environmental issues, Health
Abstract

Understanding workforce demographics is important to ensure equitable recruitment, training, and retention. Previous studies have reported demographics of the environmental public health workforce; however, demographic data on professionals who conduct retail food regulatory duties are lacking. We conducted a workforce training needs assessment that examined demographic frequencies and associations between demographic factors and job levels. Findings indicate an educated workforce, and a high percentage of respondents self-reported that they were >40 years, White, and female. We also found, however, that female respondents were significantly less likely than male respondents to hold leadership positions, even when accounting for age, years of experience, and education. Our study also shows an underrepresentation of retail food regulatory professionals from diverse racial and ethnic backgrounds. Future training should account for the need to fill experience gaps in the field when current employees retire. Additionally, there is a need to increase the recruitment of diverse professionals while supporting equitable retention and advancement in the field. Keywords: diversity, environmental public health, equity, leadership, retail food, workforce development, Introduction Environmental public health (EPH) professionals are responsible for ensuring that people are safe from environmental hazards such as disease vectors, potential contaminants in food and water, and exposure to [...]

Published
2024

210. Uptake and Results in the Extended Project Qualification. Research Report

Author

Cambridge University Press & Assessment (United Kingdom) and Gill, Tim

Abstract

The Extended Project Qualification (EPQ) is available for students to take in Key Stage 5 (KS5) alongside other qualifications, such as A levels. It differs from most other academic qualifications at KS5 in that it is not examined, but instead involves students undertaking an in-depth project in an area of their choosing. Students are required to plan the project, research and analyse sources of information, write up their analysis, draw conclusions and produce an evaluation of the processes involved. As such, it is promoted by exam boards as providing the skills required for university study or for work. A previous Statistics Report from Cambridge Assessment (Gill, 2016) investigated the uptake of EPQ in 2014/15 by various students' background characteristics such as school type, prior attainment or deprivation. It also looked at the number of A levels taken by EPQ students, most popular A level subjects taken, and correlations between EPQ grade and A level grades. The EPQ is a popular qualification which has had increased uptake in recent years. Between 2008 and 2016, the number of students taking it increased from 1,706 to 38,548 (He & Black, 2018). It is therefore of interest to take an updated look at the background characteristics of students who take the EPQ and how its grades relate to grades in A level subjects. [For the 2016 report, "Uptake and Results in the Extended Project Qualification 2008-2015. Statistics Report Series No. 101," see ED626087.]

Published
2022

211. Are Students Who Take the Extended Project Qualification Better Prepared for Higher Education? Research Report

Author

Cambridge University Press & Assessment (United Kingdom) and Gill, Tim

Abstract

The Extended Project Qualification (EPQ) is available for students in Key Stage 5 (KS5), to be taken alongside other qualifications, such as A levels. It differs from most other academic qualifications at KS5 because it is not examined, but instead involves students undertaking an in-depth project in an area of their choosing. Students are required to plan the project, research and analyse sources of information, write up their analysis, draw conclusions and produce an evaluation of the processes involved. As such, it is promoted by exam boards as providing the skills required for university study or for work. The main purpose of this research was to investigate whether students taking EPQ were better prepared for higher education (HE) than students not taking it. The following questions were addressed: (1) Are EPQ students more likely than non-EPQ students to progress to HE (after accounting for other factors likely to affect this, such as prior attainment)? (2) Are EPQ students less likely than non-EPQ students to drop-out of HE (after accounting for other factors)? and (3) Is taking an EPQ associated with better degree performance (after accounting for other factors)? This investigation is of particular interest now due to the increase in uptake of the qualification in recent years: between 2008 and 2016, the number of students taking it increased from 1,706 to 38,548 (He & Black, 2018). By 2019, this had increased to 45,687 (Gill, 2022). The main source of data for this project was a dataset linking students between their records in the National Pupil Database (NPD) and in the Higher Education Statistics Agency (HESA) database.

Published
2022

212. Torchbearer Leadership: A Conceptual Model for Leading Challenging Schools

Author

Gill, Stacey, Warfield, Kimberly, White, Pamela, and Best, Diane

Abstract

School leaders find it extremely hard to lead effectively without a model designed specifically to provide effective leadership in the best interest of students. This study examines the unanswered question as to how to lead successful turnaround efforts in challenging schools today. A critical analysis of studies found the absence of an effective leadership model for urban and rural school leaders. We sought to develop a new model to answer the guiding question of how to effectively lead urban and rural school leaders presented with a unique challenge.. The Torchbearer leadership model, developed from this study, could be a conceptual process as an option for urban and rural principals who are struggling to lead challenging schools.

Published
2022

213. Problems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Report. Research Brief for the Houston Independent School District

Author

Rice University, Houston Education Research Consortium (HERC), Houston Independent School District, Nguyen, D., Gill, P., and Potter, D.

Abstract

Texas's current definition of continuous enrollment does not sufficiently capture the benefit of stable educational experiences. Broadly, Texas defines continuous enrollment as remaining in the same school district for several years. Its definition does not take into consideration changing schools within districts or students who leave and return to a district. As a result, the state classifies over 70% of students in Texas and in the Houston area as continuously enrolled, suggesting a level of stability in schools that does not align with the lived experiences of students and teachers. It also fails to predict how well students do on state tests once prior performance is considered. To highlight these shortcomings and emphasize the importance of stability in students' education, two new definitions of continuous enrollment are compared with the existing definition while answering four research questions: (1) What percentage of students are continuously enrolled?; (2) What predicts the percentage of students continuously enrolled at a campus?; (3) What is the relationship between campus continuous enrollment and schools' performance on state accountability tests?; and (4) What is the relationship between continuous enrollment and students' performance on state accountability tests? The newly proposed definitions identify a smaller percentage of students as continuously enrolled and show that being continuously enrolled is beneficial to students. The link between campus continuous enrollment and campus performance remains tenuous. Recommendations for practice and policy are discussed.

Published
2022

217. Concurrent inhibition of oncogenic and wild-type RAS-GTP for cancer therapy

Author

Holderfield, Matthew, Lee, Bianca J., Jiang, Jingjing, Tomlinson, Aidan, Seamon, Kyle J., Mira, Alessia, Patrucco, Enrico, Goodhart, Grace, Dilly, Julien, Gindin, Yevgeniy, Dinglasan, Nuntana, Wang, Yingyun, Lai, Lick Pui, Cai, Shurui, Jiang, Lingyan, Nasholm, Nicole, Shifrin, Nataliya, Blaj, Cristina, Shah, Harshit, Evans, James W., Montazer, Nilufar, Lai, Oliver, Shi, Jade, Ahler, Ethan, Quintana, Elsa, Chang, Stephanie, Salvador, Anthony, Marquez, Abby, Cregg, Jim, Liu, Yang, Milin, Anthony, Chen, Anqi, Ziv, Tamar Bar, Parsons, Dylan, Knox, John E., Klomp, Jennifer E., Roth, Jennifer, Rees, Matthew, Ronan, Melissa, Cuevas-Navarro, Antonio, Hu, Feng, Lito, Piro, Santamaria, David, Aguirre, Andrew J., Waters, Andrew M., Der, Channing J., Ambrogio, Chiara, Wang, Zhengping, Gill, Adrian L., Koltun, Elena S., Smith, Jacqueline A. M., Wildes, David, and Singh, Mallika

Published
2024
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236. Cervical Spinal Cord Stimulation: A Review

Author

Krog, Lucky, Maloney, Jillian, Pew, Scott, Adeleye, Olufunmilola, Johnson, Brooks, Glenn, Brett, Gill, Benjamin, Tieppo Francio, Vinicius, Pagan-Rosado, Robert, Whitney, Madeline, Sinha, Neil, and Strand, Natalie

Published
2024
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249. Management of phaeochromocytoma and paraganglioma in patients with germline SDHB pathogenic variants: an international expert Consensus statement

Author

Taïeb, David, Nölting, Svenja, Perrier, Nancy D., Fassnacht, Martin, Carrasquillo, Jorge A., Grossman, Ashley B., Clifton-Bligh, Roderick, Wanna, George B., Schwam, Zachary G., Amar, Laurence, Bourdeau, Isabelle, Casey, Ruth T., Crona, Joakim, Deal, Cheri L., Del Rivero, Jaydira, Duh, Quan-Yang, Eisenhofer, Graeme, Fojo, Tito, Ghayee, Hans K., Gimenez-Roqueplo, Anne-Paule, Gill, Antony J., Hicks, Rodney, Imperiale, Alessio, Jha, Abhishek, Kerstens, Michiel N., de Krijger, Ronald R., Lacroix, André, Lazurova, Ivica, Lin, Frank I., Lussey-Lepoutre, Charlotte, Maher, Eamonn R., Mete, Ozgur, Naruse, Mitsuhide, Nilubol, Naris, Robledo, Mercedes, Sebag, Frédéric, Shah, Nalini S., Tanabe, Akiyo, Thompson, Geoffrey B., Timmers, Henri J. L. M., Widimsky, Jiri, Young, Jr, William J., Meuter, Leah, Lenders, Jacques W. M., and Pacak, Karel

Published
2024
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