Part-time Research Research Articles

2788 Exercise trainers as key enablers in the remote delivery of dementia prevention interventions in the homes of older adults

Abstract Introduction Social support for physical activity is important for engaging older adults in physically active lifestyles. Few studies examined the impact of individual exercise trainers (IETs) in the context of dementia prevention interventions with physical activity. We aimed to assess the contributions of IETs in the remote delivery of a home-based dementia prevention program combining physical exercise and cognitive training targeting older adults at risk for dementia. Methods Convergent mixed-method analysis was conducted using data from SYNERGIC@Home, a feasibility study of a 16-week intervention that included one-on-one supervised physical exercise (3 sessions/week) fully delivered through Zoom. Quantitative data consisted of descriptive statistics, measures of adherence, participants’ preference and satisfaction. Qualitative interviews centred on participants’ experience and motivation were conducted post-intervention. Results Of the 60 participants randomised to one of four intervention arms (mean age 68.9, 76.7% female), 52 completed the interventions with high overall adherence (87.5%). Pre-intervention, participants expressed a clear preference for cognitive interventions, but post-intervention preference shifted to exercise. IETs (n = 21) were part-time research assistants, each assigned to one participant after completing CSEP Certified Personal Trainer® or Clinical Exercise Physiologist™ certification as part of their training. One full-time Lead IET coordinated and supervised the other trainers. IETs worked the closest with study participants, also working closely with study coordinator and with study physician for adverse event monitoring. Interviewed participants (n = 15) often described the positive relationships that developed with their IET. Trainers were instrumental in participants’ motivation and enjoyment, personalising the sessions and addressing technological issues. Satisfaction rates with IETs (n = 54 exit survey respondents) were high. Conclusions Exercise trainers played crucial roles that extended beyond the supervision of exercise sessions and contributed to participant engagement in the interventions. Access to these allied health professionals should be featured more prominently in strategies/programs promoting active lifestyles among older adults.

Шлях до національного лідерства: осмислення 25-річного становлення Інституту вищої освіти НАПН України

In the article, from the positions of the director (2006-2012), part-time chief researcher and member of the academic council (since 2006), national higher education reform expert (since 2009), the features of the 25-year history of Institute of Higher Education of the National Academy of Educational Sciences of Ukraine, which founded in the context of global, regional and national development of higher education, its quantitative growth and qualitative enrichment, efficiency of activity are considered. The stages and aspects of the modernization of the institutional mission (goal) and the corresponding status and structural reformatting of the institution as a national leader in systematic research in the university sphere are highlighted. The most important fundamental achievements obtained with the author’s participation and relevant for the science of universities (university studies), that born in the institute, as well as for creation of leadership universities as locomotives of progress, are noted. With regard to European integration, the scientific support for the development of the European Higher Education Area according to the Bologna process, Ukraine’s participation in them, in particular in two key dimensions: 1) compatibility and comparability and 2) competitiveness and attractiveness, and the spread of international cooperation and communication of the institute’s scientists, are characterized. Regarding national self-identification and self-sufficiency, ensuring state sovereignty, the contribution of scientists of the institution to the justification of the principles of increasing the competitiveness of Ukrainian universities and the development of a strategy for creating world-class universities is shown. It was concluded that the research activity of the staff of the scientific institution is important for the approaching victory in the war started by the russian federation, increasing the defence capability and security, post-war innovative recovery and European integration of Ukraine.

Is it time for integrated academic pathways in SET training?

Patients benefit from receiving care in hospitals with a strong engagement in clinical research. Some of these benefits result from institutional factors such as hospital volume and resources, but the academic competencies of surgical teams play a significant role in high quality patient care.1, 2 Surgeons with doctorate degrees are more likely to publish and obtain research grants throughout their career, and units they work in report higher rates of trainee research success and satisfaction, improved patient outcomes and greater clinical guideline adherence.3 When research is fully integrated into organizational structures, health-care performance is superior to less formal research.3 Whilst not all trainees aspire for long-term academic career trajectories, it is important for surgical training programs to address the sustainability of academic pathways. Prevalent models of surgical training do not readily support simultaneous acquisition of clinical competencies alongside more focused academic training and higher research degrees. In Australia and Aotearoa New Zealand, most surgical education and training (SET) programs allow trainees to suspend training for up to 1–2 years to complete higher research degrees. Some trainees can arrange less-than-full-time (LTFT) training positions that allow them extra time for research, but these LTFT positions can be difficult to arrange, and often are not geographically located near the trainee's research centre. Engaging in part-time research is also hindered by financial concerns, as most RACS research scholarships are only available for trainees undertaking full-time research. When re-entering clinical training after prolonged research-related absence, trainees can encounter significant challenges. The stress of returning to work, combined with loss of confidence and skills, significantly impacts trainee wellbeing and performance.4 In Nash's study of paediatric surgical trainees returning to clinical work after an interval away from training, clinical confidence needed time to be re-established: ‘I don't think your hands forget how to operate, I think it's your brain that does not have the confidence to do it’.4 Clinical and technical skills may need to be redeveloped, and time-based training programs have little flexibility to allow for this. Reestablishment of professional identity and connections with peers was also important, with many returning trainees feeling doubts about their career.4, 5 Trainees returning to academia after completing a full-time training period, typically have a considerable reduction in their research output and publications. Reduced academic output during these clinical training years hinder future competitiveness for larger research grant funding, and limit their eligibility for grants targeted towards early career researchers. Experiences from international training programs provide insights into how we can address this challenge. The integrated Clinical Academic Fellowship pathways for surgical training in the United Kingdom (UK) are well established and have been demonstrated to improve both research output and clinical skill development.6, 7 Research pathways integrated into residency training in the United States resulted in participants scoring higher on national board examinations, improved research productivity and sustained academic success.8, 9 UK ENT trainees who undertook LTFT in dedicated integrated research programs achieved more publications and academic output than non-integrated trainees in both full-time and part-time clinical positions.10 Trainees benefit from the cognitive synergy of combining clinical training and academic research relevant to their areas of expertise.11, 12 Integration of research within clinical practice, rather than prolonged intervals of full-time research, is a mechanism to provide support, link clinical skill acquisition to academic competency development, and recognize progression through training pathways.13 Trainees who participate in integrated research programs report positive work-life balance, ability to develop longitudinal research interests and sustained engagement in academic surgery.6 Despite inbuilt pathways in other surgical training systems, academic trainees continue to face challenges, including accessing protected time away from clinical duties, negative attitudes from others in the workplace, and difficulties accessing academic supervision.6 In vascular surgery, we are undertaking research to explore and codesign alternative models of training, including integrated pathways for academic development in clinical training. It is important to obtain input from trainees, supervisors and healthcare employers as to how these models can be implemented in our local context in Australia and Aotearoa. We anticipate logistical, educational and cultural challenges as these pathways are developed. Ensuring trainees are able to complete higher degrees will require strong partnerships with universities, with a clear vision for a sustainable academic surgical workforce. As we move forward in this process, we aspire for training to be flexible and adaptive to the needs of our trainees, hospitals and communities. Carina Cutmore: Conceptualization; data curation; writing – original draft; writing – review and editing. Hamid Hajian: Conceptualization; data curation; writing – review and editing. Sarah Aitken: Conceptualization; data curation; resources; supervision; writing – original draft; writing – review and editing.

42. Creation of a Novel Plastic Surgery Research Program Framework: A Single Division’s Experience

Background: The influence of research team structure on institutional scholarly activity, culture, and productivity is sparsely reported in the literature. Here, we present a single institution’s experience with the development of a novel divisional plastic surgery research team structure, predominantly focused on clinical research and its impact on research productivity. Methods: From August 2021- July 2022, our research team structure changed from the traditional “single-PI single-fellow” structure to a three-tiered hierarchy system managed by the Chief Research Fellow, Director of Research, and System Chief. The Chief Research Fellow acted as a research coordinator and lead investigator, and enforced expectations for inclusivity, reliability, professional mobility and adaptability, and trust. Research projects were de-siloed and characterized into 1 of 10 subdivisions. To maximize opportunity, any research personnel could participate in any subdivision. A standardized workflow was established to encourage involvement and aid efficiency. At the conclusion of the Chief Research Fellow’s tenure, research productivity from her tenure was compared to September 2018- July 2019. Results: The Chief Research Fellow established new institutional processes and culture, which aided productivity and attracted team members. This culture change also led to research personnel both generating more research ideas and willingly giving first authorship to more junior members to help develop their skill sets. Compared to 2018-2019, there was a significant increase in publications by 131% (16 vs 37), abstract acceptances by 269% (16 vs 59), podium presentations by 820% (5 vs 36), and poster presentations by 18% (11 vs 13) (p<0.037). At the end of June 2022, there were 2 Chief Research Fellows, 6 Full-time Research Fellows, 6 Summer Research Fellows, and 198 part-time research personnel. Conclusion: Research and continuous innovation are major pillars of plastic surgery academia. However, the ability to pursue and publish scholarly activity can be limited by professional and personal barriers. When scholarly activity is pursued at an academic institution, it is imperative that a collaborative structured process is in place for optimal efficiency. Here, we propose a beneficial research structure based on inclusivity, professional mobility, altruism, and scholarly productivity.

Leadership that puts people first

My name is Gemma, and I am a 37-year-old UK-based radiographer working within the national healthcare service (NHS). My career started in a conventional manner; a university degree in diagnostic radiography that led to a rotational role working in plain film imaging, interventional radiography, CT and MRI. Having completed a master's qualification in MRI and many continuous personal development (CPD) activities later, I am now a part-time deputy MRI lead radiographer alongside being a part-time research radiographer.

Establishing CREATE: lessons learned in setting up a training environment for early-career researchers in respiratory medicine

BackgroundThe purpose of the National Health and Medical Research Council Centre of Research Excellence in Pulmonary Fibrosis (CRE-PF) is to improve and extend the lives of patients living with pulmonary fibrosis through the development of a comprehensive and integrated program of basic and clinical research and education across Australia. A key objective of the CRE-PF was establishment of a unique national training scheme, CREATE, for early-career researchers (ECRs) in respiratory research. CREATE ECRs are broadly drawn from two main fields of researchers: clinicians and scientists, where clinicians tend to be involved in part-time translational research and scientists are involved in broad scientific research including laboratory or genetic research, health economics or population research.MethodsWe describe the CREATE Program which, with limited budget and the assistance of key organisations, has provided funding opportunities (scholarships, fellowships, prizes, travel and collaboration grants), professional development (mentoring program, symposia, presentation opportunities and on-line training) and fostered a connected, supportive research community for respiratory ECRs.ResultsThe CREATE program has successfully fostered the development of the supported researchers, contributing substantially to the future of pulmonary fibrosis research in Australia. During the life of the program the CRE-PF has offered 10 PhD scholarships and five postdoctoral fellowships, awarded 13 travel grants and three grants to promote collaboration between ECRs from different institutes. A mentoring program has been established and CREATE Symposia have been held in association with key meetings. During COVID-19 restrictions, a series of virtual research meetings has offered 12 CREATE ECRs from seven universities the opportunity to present their research to a national audience.CREATE research-related achievements are impressive, including over 80 first-author publications by ECRs, and many conference presentations. Contributions to the research community, measured by committee membership, is also strong.ConclusionsIn spite of a very limited budget, wide geographic distribution of participants and the multi-disciplinary nature of the cohort, we have succeeded in providing a unique, supportive academic development environment for CREATE ECRs. Lessons learned in the process of developing this program include the importance of leveraging funding, being flexible, building networks and seeking and responding to ECR input.

Literary Theorist to Union Organizer: An Interview with Robin Sowards

Literary Theorist to Union Organizer:An Interview with Robin Sowards Jeffrey J. Williams (bio) Robin Sowards is an organizer and researcher for the United Steelworkers (USW), focusing on higher education. Founded in 1942, USW is a quintessential American labor union, first centering on the steel industry, with headquarters in Pittsburgh. But it has also organized in other workplaces, including healthcare and education, especially after the decline of US industry. Sowards has had a hand in the successful organization efforts at Point Park University and Robert Morris University in Pittsburgh, a thwarted attempt at Duquesne University, and the recent successful vote to form a faculty union at the University of Pittsburgh. Himself an adjunct, Sowards was a spokesperson for adjuncts at Duquesne in 2012, and from 2013 to 2021 he served as vice-president of the New Faculty Majority, the leading organization of contingent faculty, established in 2010. Sowards started out on an academic path, doing graduate work in English, linguistics, and German at Cornell University, with a dissertation on "The Metaphysics of Syntax in Nineteenth-Century Lyric" (PhD, 2006). He has published several scholarly articles, including one on John Keats in Stylistics (2007) and one on Christina Rosetti's "Goblin Market" in Modern Philology (2012). He also published review essays on theorists such as Walter Benn Michaels and Stanley Fish in Minnesota Review, as well as "Why Everyone Should Study Linguistics" (Minnesota Review 68 [2007]), taking to task the lack of knowledge about current linguistics among literary critics and arguing for his syntactic approach. Despite his qualifications, he experienced roadblocks in attaining a tenure-track position. After engaging in the union effort at Duquesne, he went to work for USW in 2012, first as a part-time researcher, moving up to a full-time position as organizer and researcher. Born in 1976, Sowards grew up in Oregon, moving east for college at NYU (BA, 1998). After college he worked as a legal assistant in New York for two years before returning to school at Cornell. Upon receiving his PhD, he taught as a non-tenure-track assistant professor at Hobart and William Smith Colleges until 2010, when he moved to Pittsburgh to be [End Page 453] with his partner. He taught at Duquesne until 2015, and teaches linguistics as a part-time adjunct at Chatham University. This interview took place on February 24, 2022, in Pittsburgh, Pennsylvania. It was conducted by Jeffrey J. Williams and transcribed by Skyllarr Trusty, an MA student in the Literary and Cultural Studies Program at Carnegie Mellon University. jeffrey j. williams: While you were trained as a literary critic, you've been an organizer and researcher for USW for a decade now. Why do we need unions? robin sowards: The purpose of forming a union is for you and your colleagues to negotiate with your employer as an equal. Fundamentally, if you are an employee, you are always in the position of negotiating your terms and conditions of employment—how much you get paid, what working conditions are like, benefits, all that. But we aren't usually active participants in the process, because we're negotiating as an individual with our employer. For example, all by yourself, you, Jeff Williams, are negotiating with the entire institution, Carnegie Mellon. That puts you in a fundamentally unequal bargaining situation. But if you join together with your colleagues and negotiate collectively, then you meet as equals across the negotiating table, and as a result, you can get better terms and conditions of employment for everybody. It's a difference between being in the position of pleading as a subordinate for improvements to your work life versus being able to negotiate as an equal. jjw: You recently worked on the Pitt campaign, which was very successful, with a large majority voting to unionize this past fall. One thing that I thought was striking was that the union encompasses faculty as well as adjuncts and graduate students. rs: Faculty and grads are in separate bargaining units, and some of the campaigns are still in process, but the one that we won in late 2021 was the main faculty bargaining unit. It didn't include faculty in the School of Medicine...

Jerome L. Singer (1924-2019).

Memorializes Jerome L. Singer (1924-2019). Singer's seminal research, conducted over 50þ years, laid the foundations for virtually all modern investigations of stream of consciousness and mind wandering. During a time when daydreaming was considered pathological, Singer showed it to be a pervasive aspect of human experience that served positive social and creative functions, earning him the moniker "the father of daydreaming." After receiving his PhD in clinical psychology in 1951, Singer was certified as a psychoanalyst through the William Alanson White Institute, while also holding several part-time research appointments. In 1963, Singer became director of the clinical psychology program at City University, where he and collaborator John Antrobus studied "decoupled attention." Singer joined the faculty of Yale University in 1972 and assumed emeritus status in 2006. At Yale, he worked closely with his wife Dorothy (who was an exemplary developmental psychologist in her own right), where they codirected Yale's Family TV Research and Consultation Center for more than 30 years. He died on December 14, 2019. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

48. Local Implementation of an Antibiotic Stewardship Intervention for Asymptomatic Bacteriuria Through Centralized Facilitation Required Minimal Costs and Effort

Abstract Background The cost of an antibiotic stewardship intervention is an important yet often neglected factor in antibiotic stewardship research. We studied the costs associated with successful implementation of the “Kicking CAUTI” intervention to decrease treatment of asymptomatic bacteriuria (ASB). Methods A central coordinating site facilitated roll-out of an audit and feedback intervention to decrease unnecessary urine cultures and antibiotic treatment in patients with ASB in four Veterans Affairs medical centers. Each site had a physician site champion, a part-time research coordinator, and 1-2 additional participants (often pharmacists). Participants kept weekly time-logs to collect the minutes associated with intervention tasks, and percent full-time effort (FTE) and costs were computed. For weeks with missing logs the average minutes for each activity associated with each type of professional was imputed. Salary information was obtained from the Bureau of Labor Statistics and Association of American Medical Colleges. Results Research coordinator time comprised of majority of the personnel time, followed by the physician site champions (Figure 1). Each intervention site required about 10% FTE/year of a research coordinator, and 3.5% FTE/year and 3.8% FTE/year of a physician and pharmacist respectively. The coordinating site required 37% FTE/year of a research coordinator, and 9% FTE of a physician to spearhead the intervention. Research coordinators predominantly spent their time on chart-reviews and project coordination. Physician champions predominantly spent their time on delivering audit and feedback and project coordination. The intervention cost USD 22,299/year per site on average, and USD 45,359/year for the coordinating site. Conclusion The Kicking CAUTI intervention was successful at reducing urine cultures and associated antibiotic use, with minimal time from the local team members. The research coordinators’ time was primarily spent on collection of research data, which will not be necessary outside of a research project. Our model of centralized facilitation makes economic sense for widespread scale-up and dissemination of antibiotic stewardship interventions in integrated healthcare systems. Disclosures Barbara Trautner, MD, PhD, Genentech (Consultant, Scientific Research Study Investigator)

First person – Amber Knapp-Wilson

ABSTRACT First Person is a series of interviews with the first authors of a selection of papers published in Journal of Cell Science, helping early-career researchers promote themselves alongside their papers. Amber Knapp-Wilson is co-first author on ‘Maintenance of complex I and its supercomplexes by NDUF-11 is essential for mitochondrial structure, function and health’, published in JCS. Amber conducted the research described in this article while a PhD student in the labs of Professor Ian Collinson and Professor Patricia Kuwabara at the University of Bristol, UK. She is now a medical student and part-time research associate in the lab of Professor Andrew Mumford at the University of Bristol, investigating the impact of pathogenic genetic variants on protein biochemistry and function.

Persistence in Doctoral Education: A Part-Time Research Student Perspective in a Developing Context

Ample literature on the retention of undergraduate students is available. However, information on the retention of postgraduate students in doctoral research is not abundant, especially when the population comprises working adult students studying on a part-time basis. This article aims to explore factors that influence retention in this group of students. The literature identified various factors that could affect the retention of these students. Besides the academic and social integration identified by Tinto, environmental factors (finances, family and employment) and time constraints also play a role in their persistence. The data was collected from PhD students at a Business School in South Africa. The results from the survey confirm the influence of these factors on retention. The inclusion of qualitative responses as part of the survey led to recommendations that consider the finer nuances of the support needed by this group of heterogeneous students.

Blending learning – from niche to norm

Blended Learning has existed for many years, and while it has gradually been gaining a measure of impetus in third-level programmes, it has traditionally been used as a cost-effective way to deliver part-time courses to adult learners. Delivered at times that are usually considered outside of core teaching hours (evening classes and weekend workshops), blended-learning programmes have often been delivered by part-time staff or research students rather than being embraced by the permanent lecturers. With the onset of the Covid-19 pandemic, several programmes were redesigned to adopt a blend of online and on-campus teaching. While not officially defined as blended-learning programmes, this mode of learning has been incorporated across the teaching spectrum by lecturers who, in some cases, have little to no knowledge or experience of it. This has brought several challenges not only to teachers, but also to students who very often may not be as tech-savvy as they claim to be. These challenges notwithstanding, it is important to consider this online migration, not as a stopgap process, engendered out of necessity, but rather as an importunity to embrace certain approaches that may have previously seemed daunting. The advantages of blended or online learning that teachers have been using this academic year must not be abandoned when no longer needed, but rather incorporated into teaching programmes as integral components of a more holistic learning experience. This article provides a brief overview of how some more mainstream programmes adapted their content to cater to a new learning environment. The blended-learning tools and functionalities incorporated into this teaching will be examined, firstly in how they formed an integral part of blended-learning modules and how they have been adjusted to target a fulltime student audience. Finally, and perhaps most crucially, as we move to a post-Covid environment, suggestions are made regarding how certain aspects of blended learning can be retained when returning to a ‘normal’ classroom.

INNV-27. BT-LIFE (BRAIN TUMOURS, LIFESTYLE INTERVENTIONS, AND FATIGUE EVALUATION): LESSONS LEARNED FROM RUNNING A NOVEL MULTI-SECTORAL RESEARCH TRIAL

Abstract BACKGROUND BT-LIFE is a multi-centre RCT of novel lifestyle coaching treatments for fatigued brain tumour patients. To our knowledge it is also the first example of ‘multi-sectoral research’ to combine healthcare, private, and charity sectors in this population. To maximise learning, the trial team devised a structured reflection opportunity to ask, “What went well and what would we do differently next time?” METHOD After trial closedown we convened a six-hour ‘focus group’ for management, principle investigators, research assistants, interventionists, qualitative researchers, trial statisticians, and the funder. Discussion was structured using a ‘timeline’ wall-chart which attendees freely populated with post-it notes summarising learning points from the trial. Minutes were taken in duplicate. RESULTS In total n=19 team members contributed. Many points were study-specific and will be used internally to plan a larger trial. Among points of wider interest, examples of success included: using regular teleconferences to co-ordinate a cohesive and highly collaborative team; obtaining secure nhs.net email addresses to facilitate multi-sectoral communication; and the clear value of employing one part-time research assistant per centre instead of relying on busy clinical staff to recruit. General future learning points included: speak to the prospective sponsor and ethical committees when writing the grant application to avoid pitfalls and facilitate faster opening if funding is secured; consider preceding emails with a phone call to ‘lay the ground’ in time-sensitive situations; identify staff training requirements as early as possible and cascade aggressively; and be sensitive to the fact that inter-sectoral attitudes and practices may vary widely and need actively monitored and managed. Therefore frequent and secure communication, pro-active problem-spotting, and inter-sectoral value alignment appear critical for success. CONCLUSION BT-LIFE provides many useful lessons for anyone interested in running multi-sectoral research.

Heart Best Research Paper Award 2020

Each year, the Heart editorial team selects the most meritorious research paper to receive the Heart Best Research Paper Award. Primary considerations are the relevance of the clinical question addressed...

Creating dialogic spaces: developing doctoral students’ critical writing skills through peer assessment and review

ABSTRACT This paper reports on a project in which part-time doctoral researchers were engaged in a process of peer assessment and review, with a view to improving their critical writing skills. Our aim was to support the development of students’ critical writing skills by involving them in giving and receiving formative, peer feedback over a sustained period. The intervention was launched with a three-day residential programme during which participants attended workshops on critical writing, took part in peer assessment activities, and set up an editorial board for an online journal. Run entirely by and for doctoral students, the journal continued to flourish for over three years, during which time the participants were continuously engaged in writing, editing, and peer reviewing. We report here on students’ perceptions of the impact of their sustained, long-term involvement in the work of the editorial board, including writing and peer reviewing, and we consider the implications of the findings for doctoral programmes.

НАУЧНАЯ БАЗА КУЛЬТУРНО-ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ В ЛЯОНИНСКОМ ПАЛЕОНТОЛОГИЧЕСКОМ МУЗЕЕ В КИТАЕ

The article covers the formation of the scientific base for working with visitors at the Paleontological Museum of Liaoning in China. The original reason for the creation of the museum is stated, it was connected with 1990s, when numerous fossils were discovered in Liaoning province. The first of them were Sinosauropteryx and the Liaoning ancient fruit (Archaefructus liaoningensis). Later large number of fossils were discovered, they represent the flora and fauna of China existed more than 3 billion years ago. It is important to say that the Liaoning Provincial Department of Land Resources and Shenyang University saw scientific value of the paleontological findings. They decided to build a paleontological museum on a parity basis. Construction of the museum building at Shenyang University began in 2006, and the Paleontological Museum of Liaoning was opened in 2011. The world-famous paleontologists contributed immensely to the formation of the Paleontological Museum of Liaoning. They are Sun Ge (Chinese researcher), M.A. Akhmetyev (Russian scientist), F. Mosbrugger (director of the Museum of Natural History of Germany), K. Johnson (director of the Smithsonian National Museum of Natural History, Washington, USA) and professor P. Godfroy (Royal Institute of Natural History of Belgium). The staff of the Liaoning Museum, part-time researchers, as well as student volunteers of the Shenyang University participated in the development of the museum resources. Thanks to joint hard work, the museum has collected more than 30 thousand paleontological fossils. At present, the collection of the Liaoning Museum includes all kinds of animals and plants of ancient China, they are subdivided into seven classification groups. The reliance on the rich resources of the museum ensured the creation of the exposition, which occupies eight exhibition halls. They exhibit genuine monuments of paleontology, as well as replicas and models. They acquaint visitors with the ancient world of China, communicate the geological history of the Liaoning province, and reveal the kingdom of dinosaurs. The author of article emphasizes that in 2011, when the museum was opened, a department for the popularization of science was formed along with other departments. The main task of the workers of this department was to carry out cultural and educational activities with specialists and ordinary visitors. The department organizes exhibitions in China and abroad, conducts seminars for workers of Chinese nature museums. The scientific and educational section within the department for popularization of science also work with schoolchildren. During the first nine years of the museum's creation, three million single visitors and twenty thousand social groups have visited Paleontological Museum of Liaoning. So the article reveals the importance of cultural and educational activities that ensures the cooperation of the Liaoning Museum with other schools and museums in China, brings the museum to the international level.

Our unexpected ride.

Life was on track just as we had planned: two university jobs, with tenure for Andrew and a clear path toward a tenure-track position for Yssa (check); the purchase of our first home (check); and three beautiful daughters (check). But 3 months after our youngest daughter Marie was born, she started to have seizures. After a terrifying ambulance ride and a nerve-wracking week in a children's hospital, Marie was diagnosed with ring chromosome 14 syndrome, an exceedingly rare and debilitating condition caused when the 14th chromosome is fused into a ring. Life for our family was about to switch tracks, and we were along for the ride but no longer in control. ![][1] ILLUSTRATION: ROBERT NEUBECKER > “When Marie was born our smooth, straight ride … turned into a roller coaster.” Marie's seizures had no regard for class schedules or family time. We tried to keep up with our teaching duties, but it was difficult to lecture knowing that our young daughter could have a life-threatening seizure at any moment. Neither of us wanted to give up our academic career—and we didn't want the other to have to, either. But rigid teaching schedules proved untenable, especially when coupled with the other stresses of academic life, and we needed more flexibility. The reality was that Andrew was tenured, with the associated job security, and Yssa had applied mathematics expertise that made her more marketable outside academia. After discussing our options, we decided that Yssa would forgo her academic appointment. She obtained a part-time research position in industry, which required fewer hours for equivalent pay and allowed her to work from home when needed. She also started a nonprofit organization for families and researchers interested in ring 14. Our lives were still complicated—including multiple therapy sessions each week plus specialized, expensive child care—but it seemed we had found a way forward. We made this arrangement work for many years. But as our older daughters approached college age, we needed to re-evaluate our situation again. They had matured into fantastic caregivers, and their departure would have a huge impact on their sister and on us. Marie's seizures continued unabated, she was hospitalized regularly, and new concerns were looming as she approached adolescence. Facing numerous surgeries and complex long-term care, we struggled to achieve the elusive work-life balance and needed more support than well-meaning friends could offer. So, 5 years ago, we moved from Indiana to our native Texas, where most of our extended family resides. We developed a plan to sell the move to Andrew's department head and dean: He'd take a 1-year sabbatical at 50% pay while spending the other half of his time working in an unrelated family business. That way we could give an in absentia appointment a try. The administrators were understandably skeptical at first, but they agreed to a trial run. The first year of Andrew's “sabbatical” ultimately proved successful, so he resigned from the family business and returned full-time to his faculty role—buoyed by the support of empathetic students, colleagues, and administrators. He spends about 1 week per month on campus and continues to teach, maintain a research lab, and serve on myriad committees. It's often difficult, as Andrew sometimes struggles to arrange online access to meetings and he misses having colleagues down the hall. But so far it has been tenable. By helping us find a better work-life balance, the arrangement has also allowed Yssa to continue her work, which is now fully focused on running national and international ring 14 nonprofits. Yssa misses many aspects of her prior professional life, most of all the students. However, she finds intellectual stimulation and reward in working with parents and physicians to push medicine forward and help families become their own advocates. When Marie was born our smooth, straight ride unexpectedly turned into a roller coaster, with many joys but also with some poignant regrets. Ultimately, though, we are fortunate in many ways: wonderful children, a strong marriage, and rewarding work aided by a university that accommodates our whole family's needs. [1]: /embed/graphic-1.gif

Attractions and barriers to Australian physician-researcher careers.

There is a global concern that physician-researchers are 'a dying breed'. Recent studies of clinical career choices of Australian medical students and doctors have signalled the rising age of medical graduates, generational shifts in work-life attitudes and increased proportion of female graduates. There are scant data regarding Australian physician-researchers. To develop and utilise a questionnaire determining respondent characteristics and 'push' and 'pull' factors for medical graduates to incorporate research into their careers. We developed and administered an 88-item online survey, including quantitative and qualitative questions, to medical students, faculty and alumni of Sydney Medical School, The University of Sydney, asking about their medical career, research experience and interest and reasons for doing or not doing medical research. Responses to all 74 quantitative questions are reported here. Data from 427 respondents (44% female; mean ± standard deviation age 38 ± 13 years; 56% completed or undertaking a PhD) were analysed. Attractions of research included a desire to improve human health, intellectual stimulation and career diversity. Barriers included low funding rates, job insecurity and low salaries. Although few were prepared to undertake or recommend full-time research, 71% would recommend part-time research. Respondents perceived a smaller-than-actual gap between clinical and research salaries, and if comparable (75-100% of a clinician's) salaries were available, 89% would like to spend 21-60% of their work time undertaking research. Many Australian medical students and doctors are interested in research, especially part time. Perceived obstacles include job insecurity, low funding rates and salary. Respondents underestimated clinical and research salary differences.

Womens Health & Nutrition 2020-Awards 2020

1. Hilaris Scientific Service Achievement Award The Hilaris Scientific Service Achievement Award seeks to recognize an individual for their significant contribution and service to society, excellence in practice, research & innovation, and leadership quality in the sector of Women's Health and Nutrition 2020. We recognize your service, which has created a significant impact in overall quality of life of others, improved the society and motivated the young followers. Applicants should be able to demonstrate that their attention to details has impacted the overall quality of life & their innovation that has brought a change in the society for a better tomorrow. Eligibility The Hilaris Scientific Service Achievement Award is open to all Individuals who had a significant contribution in the sector, and engage themselves into innovative research, Services and product development. Candidate should have minimum 15+ years of experience in the core research or relevant field. It is applicable for the candidates of Public services, Government service, or Private sectors also. Basis for Judging Selection will be on the basis of individual accomplishments, quality & standards of research/services, innovation in terms of serving public domains, scope of the research/service for the society beyond the boundary of the organization or company. Nomination We invite online applications from desired candidates, selfnomination or nominated by colleagues/organizations (both private & public sectors). Presentation This award will be presented at Women's Health and Nutrition 2020 Conference, March 16-17, 2020, Amsterdam, Netherlands. Prize We will recognize the awardee(s) with a memento, & Certificate of Appreciation. 2. Hilaris Research Contribution Award The Hilaris Research Contribution Award seeks to recognize Professionals (Academic, Research, Business)/Organizations for their significant Research & Development activities and contribution to the Women's Health and Nutrition 2020 sector. We recognize and appreciate your Research contribution that has demonstrated a big difference in the society, & impacted individuals live. Eligibility The Hilaris Scientific Service Achievement Award is open to all Individuals/Organizations who had a significant innovation & research contribution in the sector, and engage themselves into innovative Services and (or) product development that has created a big difference. Candidate (Public services, Government service, Academic or Private sectors) should have minimum 10+ years of experience in the core research & innovation. Part-time research experience would be counted as pro-rata. It is considered from the date of obtaining the first degree. Basis for Judging Selection will be on the basis of individual accomplishments, quality & standards of research, innovation in terms of serving public domains. Research should be novel, unique and scope of practical implementation should be clearly identified. Preference will be given to research/innovation with quick production viability. Nomination We invite online applications from desired candidates, selfnomination or nominated by colleagues/ organizations (both private & public sectors). Presentation This award will be presented at Women's Health and Nutrition 2020 Conference, March 16-17, 2020, Amsterdam, Netherlands. Prize We will recognize the awardee(s) with a memento, & Certificate of Appreciation followed by special incentive for the next chapter of the conference. 3. Hilaris Emerging Researcher Award The Hilaris Emerging Researcher Award category is to recognize and promote young professionals, Research Scholars starting their career in Research and innovation, which shows a huge potential for the future. Though this awards we encourage and appreciate the young budding minds to involve deeply into the research activities in the sector of Women's Health and Nutrition 2020 and innovate or discover new product and services.

ORGANIZING AND ATTENDING INTERNATIONAL CONFERENCES

Conferences, and especially international conferences, have become an integral part of a scientist’s activities. The attendees are, as a rule, academics and their graduate students, with the latter usually accompanying their supervisors. In addition to recent graduates undertaking full-time research, the term graduate student can also apply to part-time research students, including teachers who often adopt an action research approach, using their own classes as the focus of their studies. With most conferences, the emphasis tends to be on the presentation and discussion of the findings of recent research. However, in the case of science education, the dissemination of good practice can be considered equally important. Here, “there is little reason to do research, unless there is a pay-off in the classroom” (Hurd de Hart, 1991).