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Given the realities of external pressures on our daily lives, work-life balance is important now more than ever. Although we often advocate for work-life balance, are we equipped with the appropriate tools and an adequate support network to handle what life might throw at us? How do we continue to be productive when dealing with distressing matters that we seemingly have little control over? Contributors from different areas of the world, with a diversity of voices, offer their perspectives on how to navigate life's obstacles while continuing to meet the expectations of departments, universities, and the profession to achieve career success and fulfillment. This forum highlights authors at different career stages, who have lived through a myriad of experiences including singleness/dating, marriage, pregnancy, parenting, serving as a caretaker, the death of a loved one, toxic work environment, and personal health to share their experiences and provide insights on how to cope with adversity at any point in one's academic career. [ABSTRACT FROM AUTHOR]

Copyright of Plastic Surgery is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Durante el 2002, Colombia vivió algunas situaciones difíciles debido a un conflicto entre las guerrillas y el Estado. El gobierno implementó algunas operaciones militares en un lugar llamado “Comuna 13 de Medellín”. La idea era combatir a las guerrillas, pero la población civil fue la principal víctima ya que las balaceras podían suceder en cualquier momento. Los profesores en los colegios y en las escuelas veían cómo sus estudiantes desaparecieron y cómo los adolescentes fueron reclutados por las guerrillas. Otro problema fue el ejército paramilitar que llegó a la Comuna 13 como el tercer participante en el conflicto. Los profesores fueron el camino para transformar la vida de los estudiantes. Este trabajo parte de las fotografías tomadas por Jesús Abad Colorado y realiza un análisis de estas en torno a los significados para la vida de los modelos que posaron para tales fotografías.

Copyright of TraHs - Trayectorias Humanas Trascontinentales is the property of Universite de Limoges and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sensus Historiae is the property of Oficyna Wydawnicza Epigram and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members’ appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students’ stress levels were high but there were no differences based on demographic groups. Students’ top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving. L’objectif de cette étude était d’explorer l’expérience et la gestion du stress parmi les étudiants et les étudiantes en sciences et d’évaluer leur concordance avec l’évaluation du stress des étudiants et des étudiantes par les professeurs, les professeures et les membres du personnel. Un sondage a été mené auprès de 308 étudiants et étudiantes ainsi que 40 professeurs, professeures et membres du personnel. Les niveaux de stress ressenti par les étudiants et les étudiantes étaient élevés mais il n’y avait aucune différence basée sur les groupes démographiques. Les principaux facteurs de stress ressenti par les étudiants et les étudiantes étaient la charge de travail, les notes, les carrières, la gestion du temps et l’anxiété. Les professeurs, les professeures et les membres du personnel avaient estimé avec exactitude le niveau de stress ressenti par les étudiants et les étudiantes de premier cycle mais avaient sous-estimé le niveau de stress ressenti par les étudiants et les étudiantes des cycles supérieurs. Ils avaient également montré une bonne compréhension du rôle des divers facteurs de stress spécifiques à l’université, mais avaient systématiquement surestimé la contribution du stress causé par d’autres sources. Les étudiants et les étudiantes ont expliqué qu’ils faisaient appel à toute une variété de stratégies différentes pour gérer le stress, y compris le soutien social, les soins personnels, les passe-temps et la résolution de problèmes.

Objective: As a result of the COVID-19 pandemic, public health agencies and school boards across Canada enacted new protocols, including face masks, physical distancing and enhanced hygiene, to support the safe reopening of inperson school. This study explored the experiences and perceptions of teachers instructing children and adolescents in person during a two-day school simulation. Method: This study was part of a large school simulation exercise conducted in Toronto, Ontario. Kindergarten to grade 12 teachers taught in classrooms with either masked students, or students who were un-masked or only masked when physical distancing was not possible. A qualitative descriptive phenomenology approach was utilized, and data were collected via virtual focus groups. Qualitative data analysis involved multiple rounds of inductive coding to generate themes. Results: The sample included 14 teachers (92.9% female; 85.7% White), with a median of 9.5 years teaching experience. Three primary themes emerged: 1) learning to navigate public health measures, 2) needing to adapt teaching strategies and 3) striving to manage conflicting priorities. The majority of teachers reported that mask-wearing and physical distancing impacted their classroom teaching, communication and connection with students. Conclusions: As schools transition to in-person instruction, teachers will be required to play dual roles in education and public health, with implications on safety, teaching and professional identity. Public health agencies and school boards are encouraged to engage teachers in ongoing conversations regarding in-person school planning and operations. Furthermore, evidence-based interventions, including increased teaching development programs, are recommended to support teachers during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education dealing with climate change is part of the UNFCCC Paris Agreement ratified in 2016. Education is precious to act on a broad scale on people’s behavior and society choices. It is also a demand from the youth who, more than others, is facing a worrying future, but can be helped for a mobilization of energies. Numerous initiatives emerge to implement it, while its systemic and interdisciplinary character requests a significant evolution of school’s curricula. The role of teachers is crucial and accompanying them essential. We therefore consider critical to propose pedagogical resources, which are based upon the best current knowledge on climate, i.e. the reports from the Intergovernmental Panel on Climate Change (IPCC).

Ce document entend honorer le festival de musique de chambre de Braşov (1970-1999), en relevant les interprètes de l'ensemble de musique ancienne Cantus Serenus, avec lequel j'ai eu le plaisir de collaborer dans les concerts entre 1979 et 1999. Ce texte commence par une introduction où je présente l'essentiel de l'histoire musicale de la ville roumaine depuis le XVIe siècle. Dans les chapitres suivants, je me consacre aux activités liées au festival et au groupe Cantus Serenus. [ABSTRACT FROM AUTHOR]

The increasing number of immigrant students on the Chilean educational system stresses the importance of study teachers' attitudes to multiculturality in schools settings. Nevertheless, there is a lack of adequate measurement instruments to apply on Chilean population. The aim of this work was to validate the Attitude to Multiculturality at School Scale (León del Barco et al., 2007) on a Chilean sample, composed by N=160 teachers. Confirmatory factor analysis showed that the unifactorial model had the best fit to the data. Correlation analysis revealed significant relations between attitude to multiculturality at school, perceived out-group threat and prejudice. Linear regression analysis showed that perceived threat and prejudice explained 42% of the attitude to multiculturality at school variability, supporting criterion validity. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

INTRODUCTION. We are currently looking for a competent teaching model able to face the new challenges of the knowledge society. Among the "desirable" competences a teacher should have, scientific and technological competences manifest themselves as of utmost importance since they are key to explore and include all the opportunities offered by Information and Communication Technologies (ICT) in their teaching practices. METHOD. This study adopted a descriptive-correlational design, whose purpose was to analyze the perception of future teachers about their scientific competence regarding the use of ICT. For this purpose, an ad hoc questionnaire was developed, with 30 items and four response options. The questions included aspects such as their attitude towards the use of ICT, what importance they attached to the inclusion of ICT in the classroom, as well as their perception about whether they were really prepared to face the challenge of using them in their subsequent professional career. RESULTS. The results reveal that trainee teachers feel technologically competent, but admit that they are not able to integrate ICT into the classroom even though they know what teaching opportunities they offer. In turn, the participants have a positive appreciation of the use of ICT in the classroom, although they recognize a number of training needs to ensure their success when working as teachers. A positive relationship is established between the assessment of ICT in teaching, its effects on learning, knowledge of its use for teaching purposes and how to include it in their teaching careers. DISCUSSION. There is an evident need to reform training programs on educational technology in order to achieve a balanced integration between scientific knowledge of technological tools and didactic- pedagogical knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabalho EnCena is the property of Trabalho EnCena and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMAH Journal is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Leisure/Loisir: Journal of the Canadian Association for Leisure Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMAH Journal is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESUMO: A precarização do trabalho docente no cenário contraditório da educação brasileira pode levar ao adoecimento. Diante disso, a presente pesquisa buscou identificar condições e percepções da atividade docente, dimensões psicossociais e risco psicossocial do trabalho de professores do primeiro ao quinto ano de Natal, Rio Grande do Norte, estabelecendo perfis e relações. Utilizou-se questionário sócio-profissional e instrumento de avaliação do ambiente psicossocial laboral. Constatou-se risco psicossocial para a atividade docente avaliada associado à variável solidão no trabalho. Tais dados sugerem a necessidade de dispor/criar recursos que valorizem o coletivo no enfrentamento dos desafios, além da luta por melhores condições de trabalho.

This study explores the actions that neopositivism undertakes at macro, meso and micro levels in order to neutralize the understanding of didactics as a science. Such actions consist of complementary interventions aimed at producing disagreements with the aforementioned academic field. Neopositivism subverts the true purpose of the educational fact, which seeks to make people better. It neutralizes the development of didactics as a science by annulling its technologic function, which mediates and guides, and by replacing didactic actions for slogans which are closer to witty remarks than to knowhow. This reality reaches classrooms, impeding the proper management of the educational fact and students' needs. This generates changes in the understanding of phenomena and realities, which disassociates people from their true identities with explanations unrelated to the reality of their nature. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Sociology is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the Critical Theory of Society, we analyzed seventeen interviews with teachers of five public schools from the city of São Paulo regarding the causes of bullying and what should be done to reduce it. We identified three categories of answers: those that express critical consciousness of its construction and reduction; those that indicate engagement regarding its combat, but restricted consciousness of its causes; and those that present limited consciousness in both cases. Since the weakened consciousness stood out in most cases, we concluded that amplifying actions intended to provide conceptual formation could strengthen it more than professionals who confront this form of violence, whether through direct interventions, through further research on the subject, or through the proposal of public policies. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)