Ageing and Long-Term Informal Care: The Reality of Two Countries in Europe: Denmark and Portugal.

The knowledge of long-term informal care is particularly interesting for social and health measures related to ageing. This study aims to analyze how Portugal differs from Denmark regarding long-term informal care, specifically referring to personal care received by older people. A cross-sectional study was developed in Portugal and Denmark through the Survey of Health, Ageing and Retirement in Europe (SHARE) in 2015, with a total of 2891 participants. Descriptive statistics and logistic regressions were performed. The findings suggest a significant association for older people from Portugal who receive long-term informal care from non-household caregivers and household caregivers. Moreover, as they age and are from Portugal, their availability to receive long-term informal care from non-household caregivers increases. Furthermore, older people in Portugal are more likely to receive long-term informal care from a household caregiver. It is important to take a closer look at long-term informal care in both countries and think about healthy ageing policies in the current context of the ageing population. This study provides knowledge about disaggregated health data on ageing in the European region, helping to fill research gaps related to older people.

Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study.

BACKGROUND: "The impacts of the Coronavirus Disease 2019 (COVID-19) pandemic and the shutdown it triggered at universities across the world, led to a great degree of social isolation among university staff and students. The aim of this study was to identify the perceived consequences of this on staff and their work and on students and their studies at universities. METHOD: The study used a variety of methods, which involved an on-line survey on the influences of social isolation using a non-probability sampling. More specifically, two techniques were used, namely a convenience sampling (i.e. involving members of the academic community, which are easy to reach by the study team), supported by a snow ball sampling (recruiting respondents among acquaintances of the participants). A total of 711 questionnaires from 41 countries were received. Descriptive statistics were deployed to analyse trends and to identify socio-demographic differences. Inferential statistics were used to assess significant differences among the geographical regions, work areas and other socio-demographic factors related to impacts of social isolation of university staff and students. RESULTS: The study reveals that 90% of the respondents have been affected by the shutdown and unable to perform normal work or studies at their institution for between 1 week to 2 months. While 70% of the respondents perceive negative impacts of COVID 19 on their work or studies, more than 60% of them value the additional time that they have had indoors with families and others. . CONCLUSIONS: While the majority of the respondents agree that they suffered from the lack of social interaction and communication during the social distancing/isolation, there were significant differences in the reactions to the lockdowns between academic staff and students. There are also differences in the degree of influence of some of the problems, when compared across geographical regions. In addition to policy actions that may be deployed, further research on innovative methods of teaching and communication with students is needed in order to allow staff and students to better cope with social isolation in cases of new or recurring pandemics.

COVID-19: the impact of a global crisis on sustainable development teaching.

The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have-as a whole-adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.