My 28 Days - a global digital women's health initiative for evaluation and management of secondary amenorrhea: case report and literature review.

There is a need to close the gap between knowledge and action in health care. Effective care requires a convenient and reliable distribution process. As global internet and mobile communication increase capacity, innovative approaches to digital health education platforms and care delivery are feasible. We report the case of a young African woman who developed acute secondary amenorrhea at age 18. Subsequently, she experienced a 10-year delay in the diagnosis of the underlying cause. A global digital medical hub focused on women's health and secondary amenorrhea could reduce the chance of such mismanagement. Such a hub would establish more efficient information integration and exchange processes to better serve patients, family caregivers, health care providers, and investigators. Here, we show proof of concept for a global digital medical hub for women's health. First, we describe the physiological control systems that govern the normal menstrual cycle, and review the pathophysiology and management of secondary amenorrhea. The symptom may lead to broad and profound health implications for the patient and extended family members. In specific situations, there may be significant morbidity related to estradiol deficiency: (1) reduced bone mineral density, 2) cardiovascular disease, and 3) cognitive decline. Using primary ovarian insufficiency (POI) as the paradigm condition, the Mary Elizabeth Conover Foundation has been able to address the specific global educational needs of these women. The Foundation did this by creating a professionally managed Facebook group specifically for these women. POI most commonly presents with secondary amenorrhea. Here we demonstrate the feasibility of conducting a natural history study on secondary amenorrhea with international reach to be coordinated by a global digital medical hub. Such an approach takes full advantage of internet and mobile device communication systems. We refer to this global digital women's health initiative as My 28 Days®.

Understanding the implementation of the holiday activities and food programme in the North East of England using normalization process theory.

Following several pilot projects, in 2020, the Department for Education (DfE) in England committed funding of £220M p. a to its Holiday Activities and Food (HAF) programme to support all 153 upper-tier local authorities, comprising City Councils, County Councils and Metropolitan Borough Councils, to provide an activity and food programme for children who are in receipt of means-tested free school meals. In this study, qualitative interviews were conducted with representatives from three Local Authorities in the North East of England who were responsible for overseeing the implementation and delivery of HAF programmes in their Local Authority area to examine how the summer HAF programme was implemented during summer 2021. Interviews were conducted with eight participants prior to the implementation of the HAF programme, and four interviews were conducted after the programme had been delivered. Using a directed content analysis approach, an interpretative framework was co-developed, based on the four constructs (and selected sub-constructs) of Normalization Process Theory. This framework guided data coding. The analysis aimed to identify and understand the barriers and opportunities in relation to HAF implementation within local authorities. Participants did not perceive HAF as a totally new initiative as many had either commissioned or delivered holiday clubs in the past. However, the increased scale and scope of HAF was perceived as highly complex, involving multiple local authority departments and stakeholders. Nonetheless, HAF funding enabled local authorities to improve the quality and reach of their holiday programmes. Strong networks and good communication between all stakeholders supported successful delivery, despite tight delivery timescales. However, the rigidity of some of the DfE guidance was a barrier for some providers, particularly the recommended delivery model of 4 h a day, 4 days a week for 4 weeks, with many individual holiday clubs struggling to meet this level of delivery, and local authority leads interpreting the guidance at a club level rather than an individual child access level. Furthermore, participants considered the HAF eligibility criteria too restrictive. Many councils were developing long-term plans for HAF delivery, integrated into planning across several departments, and all local authorities were actively seeking ways to engage with and embed HAF within local communities.

Active and Healthy Aging After COVID-19 Pandemic in Portugal and Other European Countries: Time to Rethink Strategies and Foster Action.

The population aging in Europe imposes challenges to societies that require adaptations and responses at various levels to minimize impacts and figuring out opportunities. Portugal has been committed to the World Health Organization and European Union's values and policy frameworks concerning active and healthy aging. In 2017, an inter-ministerial working group developed the National Strategy for Active and Healthy Aging. In the face of the COVID-19 pandemic that exposed the vulnerabilities of older populations, the launch of the Decade of Healthy Aging 2021-2030 and its baseline report and the 2018 Active Aging Index Analytical Report may constitute an opportunity to strategically think about the aging of the population as a national purpose in Portugal and in the other European countries that face similar challenges.

Using Qualitative System Dynamics Analysis to Promote Inclusive Livestock Value Chains: A Case Study of the South African Broiler Value Chain.

Livestock value chains globally are increasingly dualistic, with integrated market-leaders co-existing with comparatively disadvantaged small producers who, nevertheless, support rural livelihoods and food access, and can also contribute to more resilient supply chains. The South African broiler value chain provides a highly illustrative case study. The purpose of this study is to identify potential leverage points for policy intervention to support small and emerging producers in the South African broiler value chain, and to discuss the strengths and limitations of system dynamics approaches to promote inclusive food value chains. This study develops a causal loop diagram (CLD) based on semi-structured stakeholder interviews and policy documents. The main challenges, key variables and causal relationships between them are systematically identified. Variables are coded, generalised and graphically represented, and entry points for intervention and their links to existing policies are mapped. The challenges faced by smallholders in the context of our study can be characterised, using a CLD, as a set of interlinked and reinforcing dynamics which perpetuate existing disadvantages and reinforce duality in the value chain. Key policy entry points have been identified that could be targeted by a coordinated policy package, including: Direct support for infrastructure investment and input access through grants, subsidies or other policies; credit and liquidity provision for day-to-day expenses; creation of aggregation mechanisms for both inputs and outputs; regulations or initiatives that directly target the relationship of farmers with the commercial segment to improve access to day-old-chicks and, finally, training in business and technical skills. Although most of these interventions have been addressed at some point, implementation has been fragmented, failing to fully consider their complementary nature, thus undermining effectiveness. Existing approaches to consensus building and stakeholder participation in system dynamics research can present challenges when it comes to engaging with complex policy processes and issues of conflict of interest that are relevant in the context of smallholder promotion and equitable food systems, but there are promising avenues for addressing. Despite some methodological challenges, we find that there is considerable scope for system dynamics approaches to inform policy for smallholder promotion, even in contexts characterised by complex policy processes.

Hazard Prevention, Death and Dignity During COVID-19 Pandemic in Italy.

On 9 March 2020, Italy passed the Prime Minister's Decree n. 648, establishing urgent measures to contain the transmission of COVID-19 and prevent biological hazards, including very restrictive interventions on public Holy Masses and funerals. Italy banned burial procedures based (i) on the recent acknowledgment about the virus environmental stability as well as (ii) its national civil contingency plan. Hence, only the cremation process is admitted for COVID-19 deaths. Viewing of the body is permitted only for mourners, which are allowed to perform the prayer at the closing of the coffin and the prayer at the tomb (cf. Rite of Succession, first part n. 3 and n. 5). The dead cannot be buried in their personal clothes; however, priests have been authorized to put the family clothes on top of the corpse, as if they were dressed. Burying personal items is also illegal. The dignity of the dead, their cultural and religious traditions, and their families should be always respected and protected. Among all the threats, COVID-19 epidemic in Italy revealed the fragility of human beings under enforced isolation and, for the first time, the painful deprivation of families to accompany their loved ones to the last farewell. Ethics poses new challenges in times of epidemics.

Biosafety Regulatory Reviews and Leeway to Operate: Case Studies From Sub-Sahara Africa.

While modern biotechnology and, specifically, genetic modification are subject of debate in many parts of the world, an increasing number of countries in Sub-Sahara Africa are making important strides towards authorizing general releases of genetically modified (GM) crop varieties for use by farmers and agribusinesses. Obviously, the documented economic and environmental benefits from planting GM crops-based on a track record of over two decades-are a major driver in the decision-making process. Another key factor is the increasing alignment of biosafety regulatory policies with progressive agricultural and rural development policies in Africa, resulting in-compared to past experiences-greater emphasis on anticipated benefits rather than risks in biosafety regulatory reviews. In several cases, this has led to expedited reviews of GM crop release applications, either for confined field trials or general environmental release, taking experiences and data from other countries into account. Such regulatory approaches hold promise as the pipeline of relevant, pro-poor GM crop applications is expanding as are the opportunities provided by novel plant breeding techniques. This review article analyses the shifting policy context in select African economies, resulting in adoption of new agricultural technology, and novel regulatory approaches used in biosafety decision-making. Case studies will be presented for Ghana, Kenya, Malawi, Nigeria and Uganda to analyze challenges, distill lessons learned and to present general policy recommendations for emerging economies.

Psicologia escolar na educação superior: atuação no distrito federal / Scholl psychology in higher education: practices in the distrito federal / Psicología escolar en la educación superior: prácticas en el distrito federal

A atuação da Psicologia Escolar tem se expandido para outros contextos educativos, como a Educação Superior. Buscando contribuir para essa expansão, teve-se como objetivos mapear as Instituições de Educação Superior do Distrito Federal que possuem psicólogo escolar e conhecer e analisar o trabalho realizado. Participaram oito instituições com psicólogo escolar e que tinham, na internet, informações sobre os Serviços de Psicologia Escolar. A análise qualitativa destas informações indicou que estes serviços baseiam-se na atenção a dificuldades vivenciadas pelos alunos e na promoção do desenvolvimento acadêmico e humano; realizam atividades coletivas e individuais, tanto de natureza tradicional quanto emergente. Entre essas últimas, realizam ações de desenvolvimento pessoal e profissional, de avaliação institucional e de acompanhamento dos egressos. A atuação da Psicologia Escolar na Educação Superior está se construindo sobre ações preventivas, institucionais e mais abrangentes do que historicamente caracterizou a intervenção neste nível educativo.

The role of school psychology has expanded into other educational settings, such as Higher Education. Seeking to contribute to this expansion, had as objectives to map the Institutions of Higher Education of the Federal District and school psychologists who have knowledge and examine the work done. Eight institutions participated with the school psychologist and had, on the Internet, information about the School Psychology Services. The qualitative analysis of this information indicated that these services are based on attention to difficulties experienced by students and promoting academic and human development, individual and collective conduct activities, both traditional and emergent nature. Among the latter, carry out actions of personal and professional development, institutional assessment and monitoring of graduates. The role of School Psychology in Higher Education is building on preventive measures, institutional and broader than that historically characterized the educational intervention at this level.

El papel de la psicología educativa se ha extendido a otros centros educativos, tales como la educación superior. Tratan de contribuir a esta expansión, tuvo como objetivos para asignar las Instituciones de Educación Superior del Distrito Federal y psicólogos escolares que tengan conocimiento y examinar el trabajo realizado. Ocho instituciones participaron con el psicólogo de la escuela y tenía, en Internet, información acerca de los Servicios de Psicología Escolar. El análisis cualitativo de esta información indica que estos servicios se basan en la atención a las dificultades experimentadas por los estudiantes y promover el desarrollo académico y humano, las actividades de la conducta individual y colectiva, tanto de carácter tradicional y emergente. Entre estos últimos, llevar a cabo acciones de desarrollo personal y profesional, evaluación institucional y el seguimiento de egresados. El papel de la Escuela de Psicología de la Educación Superior está construyendo sobre las medidas preventivas, institucionales y más amplio que el que históricamente caracterizó la intervención educativa en este nivel.

Psicologia escolar na educação superior: atuação no distrito federal / Scholl psychology in higher education: practices in the distrito federal / Psicología escolar en la educación superior: prácticas en el distrito federal

A atuação da Psicologia Escolar tem se expandido para outros contextos educativos, como a Educação Superior. Buscando contribuir para essa expansão, teve-se como objetivos mapear as Instituições de Educação Superior do Distrito Federal que possuem psicólogo escolar e conhecer e analisar o trabalho realizado. Participaram oito instituições com psicólogo escolar e que tinham, na internet, informações sobre os Serviços de Psicologia Escolar. A análise qualitativa destas informações indicou que estes serviços baseiam-se na atenção a dificuldades vivenciadas pelos alunos e na promoção do desenvolvimento acadêmico e humano; realizam atividades coletivas e individuais, tanto de natureza tradicional quanto emergente. Entre essas últimas, realizam ações de desenvolvimento pessoal e profissional, de avaliação institucional e de acompanhamento dos egressos. A atuação da Psicologia Escolar na Educação Superior está se construindo sobre ações preventivas, institucionais e mais abrangentes do que historicamente caracterizou a intervenção neste nível educativo.(AU)

The role of school psychology has expanded into other educational settings, such as Higher Education. Seeking to contribute to this expansion, had as objectives to map the Institutions of Higher Education of the Federal District and school psychologists who have knowledge and examine the work done. Eight institutions participated with the school psychologist and had, on the Internet, information about the School Psychology Services. The qualitative analysis of this information indicated that these services are based on attention to difficulties experienced by students and promoting academic and human development, individual and collective conduct activities, both traditional and emergent nature. Among the latter, carry out actions of personal and professional development, institutional assessment and monitoring of graduates. The role of School Psychology in Higher Education is building on preventive measures, institutional and broader than that historically characterized the educational intervention at this level.(AU)

El papel de la psicología educativa se ha extendido a otros centros educativos, tales como la educación superior. Tratan de contribuir a esta expansión, tuvo como objetivos para asignar las Instituciones de Educación Superior del Distrito Federal y psicólogos escolares que tengan conocimiento y examinar el trabajo realizado. Ocho instituciones participaron con el psicólogo de la escuela y tenía, en Internet, información acerca de los Servicios de Psicología Escolar. El análisis cualitativo de esta información indica que estos servicios se basan en la atención a las dificultades experimentadas por los estudiantes y promover el desarrollo académico y humano, las actividades de la conducta individual y colectiva, tanto de carácter tradicional y emergente. Entre estos últimos, llevar a cabo acciones de desarrollo personal y profesional, evaluación institucional y el seguimiento de egresados. El papel de la Escuela de Psicología de la Educación Superior está construyendo sobre las medidas preventivas, institucionales y más amplio que el que históricamente caracterizó la intervención educativa en este nivel.(AU)