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Lions exit Asean Championship amid more VAR drama( MENAFN - The Conversation) Five years ago, I began a research project into emotional labour , compassion fatigue and burnout in Alberta's educational workers. The results from the earliest study suggested a wide scope of emotional and mental distress among teachers, educational assistants, school leaders and support staff. This distress has been documented globally and across Canada , suggesting educator mental and emotional well-being continues to decline and interventions are needed. Read more: Commit to a 'wellness streak' to help manage work stressors Recently, my research team analyzed the specific interventions that our 4,000 survey respondents used to manage their symptoms of compassion fatigue and burnout. Educational worker respondents were recruited online through Alberta Teachers' Association and internal newsletters and social media. Responses were collected across three periods (2020, 2021 and 2023). We defined intervention as a practice or strategy used to address distress or suffering. Overwhelmingly, our respondents indicated that they used self-directed or individual interventions to deal with workplace distress such as going to a gym, walking alone, talking to friends and spouses or pursuing hobbies. While individual interventions are one part of dealing with distress, a single person cannot self-care themselves out of the effects of a toxic workplace or organizational culture. In their recent book, The Burnout Challenge: Managing People's Relationships with their Jobs , workplace burnout experts and emeriti professors of psychology Christina Maslach and Michael P. Leiter used the canary in the coal mine metaphor to illustrate this point. Similar to how miners used canaries to indicate the presence of toxic gas in the mine, the large number of absences of adults from their workplaces suggests a toxic environment. But, here's the catch: you can rescue the canary by bringing it to fresh air, but if you put that canary back into the toxic mine, it will become sick again. So, while individual interventions can help temporarily relieve workplace stress, the workplace itself also needs to address the root problems. In our survey, we asked participants to share strategies they use to support workplace well-being. Over 40 per cent of respondents added“improving work and classroom conditions” when asked if there was anything else they wished to tell researchers about their experiences with compassion fatigue, emotional labour or burnout. In addition to prioritizing adequate resourcing for schools, there are clear opportunities for educational systems to integrate organizational and school-based interventions for employees, such as providing professional development opportunities or micro-programs that target and relieve workplace stressors. Such organizational resources were the least-mentioned forms of support our survey participants currently use, but improving school and system culture could have the greatest impact on employee attraction and retention . A opportunity for building well-being appeared as a new trend in the most recent analysis of our data. Over the three data collection points, more respondents wrote“getting outside” as an“other” form of intervention they were using to feel better. This insight led me, with collaborators Nadeen Halls, a teacher consultant, and Patrick Hanlon, from the Werklund School of Education Academic Support Offices, to develop a pilot a“Walk and Learn” professional learning workshop for burned out educators. We mixed two interventions, environmental and organizational, to create a walk for local teachers so they could learn about compassion fatigue and burnout while going for a walk on trails outside Calgary in Treaty 7 territory , also home to Métis Regions 5 & 6 . As a part of the walk, we carefully selected sit-spots along the trail for reflective journaling on workplace well-being. This combined experience of physical activity and quiet reflection appeared to have a positive effect on the participants. In our post-walk feedback, 100 per cent of participants expressed appreciation for this type of professional learning. At our most recent walk in October, we had two returning participants - high praise from teachers who do not like to take the same session twice! The design of the walks has been critical. We are flexible about the trail we select, making changes to suit the abilities of all our walkers. We arranged the walks through a local chapter of the Alberta Teachers' Association and also some school staff teams so that the walks were scheduled during the regular school day rather than during the evening or on weekends. I also secured some funding to purchase items such as mittens, toques, tissues, and bleacher-style cushions to ensure the overall comfort of the walkers. After listening and reflecting on compassion fatigue and burnout, participants would walk and discuss the impact of these psychological hazards with their peers and colleagues. They shared their strategies to support their own and their students' well-being. Read more: Heartbreak becomes burnout for teachers when work is turbulent Maybe of the highest importance, participants have noted that the walks have helped them realize they are not alone in their suffering. These conversations between walkers created social support , a starting point for improving workplace culture. The popularity of the walks led us to design a podcast learning series so others could enjoy the benefits of movement and learning. The HEARTcare Podcast and Learn series aims both to teach about important concepts related to workplace well-being while prompting listeners to be physically active and mentally engaged. Unprompted feedback from podcast listeners has been positive. Our next step is to investigate the podcasts' usefulness as a professional learning tool and strategy for stress relief. Taking one walk or listening to one podcast is not the magic wand or cure-all that will save education. But evidence suggests that higher daily step counts have positive mental health benefits and connecting with other people through activity can improve physical well-being. So, don't be afraid to walk into stress in this year - and be sure to bring a friend or colleague. It might be the only steps you need to take to feel better. MENAFN23122024000199003603ID1109025349 Legal Disclaimer: MENAFN provides the information “as is” without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the provider above.
Haynes’ 18 help George Mason defeat Mount St. Mary’s 64-56
( MENAFN - The Conversation) As we enter the holiday season many young people are no doubt beginning to consider their future options. With a range of paths to pursue, a high rate of youth unemployment in Canada and a higher education sector facing unprecedented challenges it may seem logical to wonder if university is worth it. In my role as president of York University I see these issues play out every day in the lives of my students and faculty. However, I can say with certainty that, yes, university is worth it for both students and society. And while you might think that I might be biased, there is real data to back it up. Simply put, going to university enriches both students and society over the long term. We must ensure that students and universities are supported to help ensure as broad access as possible. While many students entering the market fresh out of university will make entry-level wages, the reality is that over the longer term their earning potential has more room to expand . Those with a bachelor's degree earn 24 per cent more than the national average. The more education, the higher the earning potential. Students with a university degree are more likely to have stable employment even amidst economic disruption, as the COVID-19 pandemic revealed . Graduates are also more likely to gain employment that offers a wider range of benefits. Simply put, an education increases one's chances of finding fulfilling employment and living a longer and healthier life. Read more: Colleges' career success stats don't tell the whole story about how their graduates are doing after they get their degree Beyond individual benefits, there are also key benefits to society. Canada . Further research has shown that education is central to a healthy, democratic society To quote Nelson Mandela:“education is the most powerful weapon which you can use to change the world .” The world faces a host of wicked problems ranging from economic inequality to climate change, geopolitical conflict and ongoing wars. Universities and graduates play a key role in addressing these challenges. Technology is not going away and it is not slowing down. A recent study revealed that the jobs of more than 60 per cent of Canadians may be at risk to AI . Moreover, an estimated one out of 10 employees in Canada could be at a high risk of automation-related job redundancy. Canada's already volatile job market will continue to be impacted. Those with higher levels of education are the best equipped to benefit from technologies in ways that complement the work they do . Graduates are also more likely to have the transferable skills needed to withstand workforce disruption. According to the OECD , AI technologies pose less of a risk for highly-skilled workers. In fact, their jobs are less likely to be replaced by automation because they possess the critical thinking skills needed to provide oversight to tasks that use AI and automation. While these technologies are sophisticated and becoming even more so each day, they currently cannot replicate human cognitive, critical and decision-making skills. There is also compelling research that shows students with higher education are more likely to pursue continuing education to upgrade and reskill, a quality that makes students more agile in a shifting labour market. Universities have also been increasing micro-credentials , programs which help learners re-skill while they are holding employment and balancing familial obligations, to support lifelong learning and build a more resilient Canadian workforce. Read more: I got generative AI to attempt an undergraduate law exam. It struggled with complex questions If Canada is to meet the expanding needs of students and of the country then we must invest now in higher education. Access is something I worry deeply about to ensure that we are not leaving any talent behind. Data from the 2017 National Survey of Engagement indicates that 48 per cent of first- and fourth-year undergrad students at York came from households where neither parent held a bachelor's degree. What's more, York's 2020 Economic and Social Impact Report revealed that 59 per cent of students could not have attended university without financial support. Creating accessible educational opportunities for diverse learners to develop responsive skills is critical for a vibrant future workforce and for resilient communities. York and other universities in Canada have a good track record for this. At the same time, social mobility and productivity have been declining in Canada in recent years . Continuing to ensure that eligible students have access to university education including at the graduate level is imperative to address these trends. The significant numbers of Canadian students leaving the country to study medicine overseas while Canada is facing a significant gap in primary care physicians is just one example . These are troubling trends which Canadian universities are committed to addressing. Read more: Waiting for exam results can be awful. Our research shows how best to manage the stress While the commitment and innovation of universities is evident, the unfortunate truth is that universities across much of Canada have seen a steady decline in real dollar funding for years. In Ontario, recommendations from the government's blue-ribbon panel strongly advocated for the urgent increase in financial support for universities . To meet the changes in Canada's labour market, universities have developed new programs to meet the talent needs in areas such as science, technology, engineering and health . We have also worked to enhance access through flexible teaching formats and strengthened international and cross-sector research collaborations to tackle complex societal problems . Universities have also increased supports for students including activities to help them connect with careers and become more entrepreneurial and efficient . In short, universities in Canada are one of the country's most important assets. If we are to continue delivering the high-quality education for which we are known and serving the needs of the communities who rely on us, especially given fierce global competition for talent, it is essential that we secure a financially sustainable model for universities. Canada's high youth unemployment has many people anxious about how they will fare in a job market that bears a striking resemblance to the Hunger Games. Expanding employment opportunities is necessary and will require collaboration across all sectors. But the data are clear. A university education will provide our youth with a running start and the ability to adapt as they go. MENAFN23122024000199003603ID1109025350 Legal Disclaimer: MENAFN provides the information “as is” without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the provider above.
When the Nebraska football team gathered for its Thursday practice prior to the Wisconsin game, offensive coordinator Dana Holgorsen wanted to see a game-ready unit. Anything other than the best wasn’t good enough, and Holgorsen backed it up. The players who made mistakes, even committing false start penalties during that practice didn’t play on Saturday because of it, Nebraska head coach Matt Rhule said. Those who did their job got their chance, though, with Rhule identifying senior wide receiver Isiaha Garcia-Castaneda as one such beneficiary. So while Holgorsen’s playcalling was part of Nebraska’s 44-point outburst against the Badgers, his general approach is what Rhule appreciates most. “You hear Dana on the headset, the whole time he’s just talking about execution,” Rhule said. “... There’s a real focus on execution and when the guys execute the play calls. I think that was the message to the guys — if you execute and practice at a high level, you’re going to have an opportunity to play in the game.” Changes have been limited in Holgorsen’s short time as NU’s offensive coordinator, but he did make sure the Huskers scaled back the number of plays in their playbook. “We’re still doing a lot,” Rhule said, while crediting assistant coaches Glenn Thomas, Garret McGuire and Marcus Satterfield for their work in helping Holgorsen get accustomed to the team’s offensive setup. A “collaborative” gameplanning process that involves those coaches poring over game film and strategy together has led to results, but Rhule again emphasized that improvements from the players, not the coaches, is what has led to better results. When Nebraska was in rhythm on Saturday and stayed ahead of the chains, the Huskers were nearly impossible to slow down. When penalties, turnovers or miscues like snapping on the wrong count happened, though, the offense’s progress was halted. The clear difference? Execution. “It’s kind of a blend of everything we’ve been trying to say to them all year coming to life,” Rhule said of Nebraska’s 44-point performance. “I think the thing Dana’s done a great job is, he’s cut things down to a degree, but he’s demanding that they execute if they want to get on the field.” Nebraska also couldn’t have cut apart the Wisconsin defense without a reinvigorated showing from quarterback Dylan Raiola. Having thrown at least one interception in his previous five starts, Raiola finished the game turnover-free for the first time since September. The freshman also completed 28-of-38 passes for 293 yards and one touchdown, his biggest passing output other than a 297-yard performance against Illinois. Part of the reason for the turnaround was health-related following the back injury Raiola suffered against UCLA. Held out of practice over the bye, Raiola was “ginger” the whole game against USC according to Rhule but was more comfortable with moving around and sliding up in the pocket last Saturday. Getting the ball out quickly and accurately also helped Raiola’s timing within the offense. “He was just taking completions, taking what was there and not trying to do too much,” Rhule said of Raiola. “Playing as a freshman in the Big Ten is really, really hard; it requires tough people and I think Dylan’s been tough in that he’s gotten better every week.” Nebraska’s progress will be tested in a matchup against the nation’s No. 12 scoring defense, an Iowa unit that is allowing just 17.7 points per game. Another week with Holgorsen at the helm will help Nebraska with that challenge as the Huskers look to build on their recent offensive surge. “Just the rhythm of the way he does things means total sense to me,” Rhule said of Holgorsen. “... If I coach with Dana for one more week or if we coach together for the next 10 years, I’ll be a better coach as a result.” Get local news delivered to your inbox!