Search

During humanitarian emergencies, women and newborns face severe disparities and heightened vulnerabilities, increasing their risk of illness and death. Humanitarian crises--caused by conflict, climate-related disasters, or forced displacement--disrupt health systems, [...]

By examining the minor and trace element contents of chromites from three intrusions--the Bushveld Complex (South Africa), the Stillwater Complex (USA), and the Great Dyke (Zimbabwe)--and comparing these chromite compositions with those of magmas from which they could have formed (komatiites and picrites) we conclude that (i) the variations in Ti, V, Sc, and Ga contents across stratigraphy and across individual layers do not support the model of magma mixing leading to chromite-only crystallization, (ii) the chromites from the lowest levels of the intrusions could have crystallized from komatiite liquids that were contaminated with continental crust, (iii) the Great Dyke chromites have the highest Cr# and lowest incompatible element contents and formed from a liquid closest to komatiite, (iv) all of the chromites, except those of the Dunite Succession of the Great Dyke have equilibrated with a liquid that also had crystallized pyroxene, (v) the Great Dyke and Stillwater chromites show a narrower range in composition than the Bushveld chromites, and (vi) Chromites from the western limb of the Bushveld Complex contain much higher V contents than all the other chromites. This requires either, that the oxygen fugacity (f[O.sub.2])was lower in the western Bushveld or that the chromites equilibrated with a V-rich magma. We favor a model where chromite and silicate minerals crystallized in cotectic proportions (~2:98). The chromite, silicates, and transporting liquid are emplaced into the magma chamber. During emplacement the chromite and silicate separated due to viscous particle flow to form a massive chromite layer overlain by silicates. Key words: chromite, trace elements, komatiite, picrite, Stillwater, Bushveld, Introduction The composition of chromite is of interest for both petrogenetic and economic reasons. On the petrogenetic side, chromite is one of first minerals to crystallize from primary magmas and [...]

The purpose of this article is to explore how social forces related to the corporatization of universities play out at the granular level of institutional mission and vision statements in the racialized context of Canadian Kinesiology. The stated aims of Canadian Kinesiology academic units (N = 36) were collected from their public-facing websites, and we conducted a critical discourses analysis of our evidence. We argue that mission and vision statements construct Kinesiology as an altruistic and impactful scholarly project and conceal the contested nature of health, scientific knowledge, and community engagement in the field. Careful analysis of the data, with particular attention paid to that which is unspoken, silenced or erased, highlights how these guiding declarations can renew the field's underlying racial and colonial logics. To conclude, we note instances when programs use institutional statements to unsettle dominant scripts and open possibilities to work toward a more progressive and just Kinesiology.

This article uses a feminist cultural studies of sport framework to explore dominant storytelling about sleep in the Women's National Basketball Association. In a historical moment when rest is understood as a vital component in athlete performance, being denied full access to the conditions and resources that are imagined to be conducive to sleep is problematic. However, the Women's National Basketball Association's embrace of a commercial, technoscientific promotional sleep culture often comes at the expense of understanding the impact of structural forces on recovery. By exploring a variety of stories about sleep and performance, it is possible to understand the limitations and possibilities of using sleep enhancement frameworks to foster healthier and more humane sport settings and societies. [ABSTRACT FROM AUTHOR]

The war in Ukraine has had cascading effects on women and babies, demonstrating strong connections between emotional and physical well-being. Ukraine and its people will feel the effects of the [...]

A physician who fled Syria's war builds a haven for other women and girls displaced by conflict. Syria's civil war has created large volumes of human displacement. In 2013, Dr. [...]

Background: Public health education aims at producing a competent workforce. The WHO-ASPHER framework proposes a set of relevant public health competencies organised in 10 sections (e.g. science practice, leadership, law policies and ethics etc). As part of the Europubhealth (EPH) consortium, eight universities collaborate for the delivery of a 2-year international public health master course. The training pathway includes a first "foundation" year, with a choice of four options (components), and a second "specialisation" year with a choice of seven components. In 2020, EPH consortium decided to use the WHO-ASPHER framework in order to map the competencies addressed and the level of proficiency targeted by each component of its master course. Methods: An 84-item questionnaire covering the whole WHO-ASPHER framework was sent to the 11 EPH component coordinators, asking them to rate the proficiency levels targeted at the end of their courses. Answers from each coordinator were summarised by calculating mean proficiency levels for each of the 10 competency sections. We used Bland & Altman plots to explore heterogeneity of answers and then calculated transformed scores to account for rating heterogeneity. We use tabulation and a heat map to explore patterns of proficiency levels across components. Results: There were differences in overall proficiency levels between years with, as expected, higher scores in year two. Year one components reached medium to high proficiency scores for the sections "science practice", "health promotion" and "communication" with scores ranging from 2.6 to 3 (on a 1-low to 4-high scale). When compared with year one on a heat-map, year two components displayed more contrasted profiles, typically aiming for high proficiency level (i.e. scores above 3.5) on 3 out of the 10 sections of competencies. Except for the "collaborations and partnership" section, the training pathways offered by the EPH master course seem to offer opportunities for a high proficiency level in all domains of competencies. Conclusions: The mapping proved a useful exercise to identify strengths and complementarities among the EPH consortium. The results suggest that the EPH master course is coherent and offers students opportunities to gain proficiency in most competencies relevant to public health practice. [ABSTRACT FROM AUTHOR]