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ChristianaCare recognized by American Medical Association with 2021 Joy in Medicine distinction

ChristianaCare one of only 44 nationwide to receive the distinction; one of only five to receive the highest level – Gold Recognition (WILMINGTON, Del. – Oct. 7, 2021) ChristianaCare has been named a recipient of the American Medical Association’s Joy in MedicineTM Health System Recognition Program. The distinction recognizes health systems that demonstrate a commitment to preserving the wellbeing of health care team members by engaging in proven efforts to combat work-related stress and burnout. The American Medical Association awarded ChristianaCare a “Gold Recognition” – the highest level within the program. Only 44 health systems nationwide received the Joy in Medicine distinction, with only four other health systems along with ChristianaCare achieving the Gold Recognition. “When caregivers feel supported and fulfilled in their work, the quality of both their experience and their patient’s experience improves,” said Heather Farley, M.D., MHCDS, chief wellness officer and head of ChristianaCare’s Center for WorkLife Wellbeing. “That’s why, when the COVID-19 pandemic struck, we deepened our investment of resources to support our caregivers. While there’s still a long way to go, we are grateful to receive this recognition as it affirms our commitment to helping our caregivers foster meaning, connection and joy in work and in life.” ChristianaCare received the “Gold Recognition” for achieving six criteria: An organization-wide commitment to improving physician wellbeing. An assessment of the costs of physician burnout. Evidence-based interventions to reduce and eliminate burnout. Leadership commitment to address areas for improvement. Interventions to improve teamwork. Structured programs that actively engage doctors to cultivate community at work. These criteria align with ChristianaCare’s commitment to support its caregivers in alignment with the organization’s core values of love and excellence. ChristianaCare has implemented structured ways of working that encourages leaders to create environments where their workers feel safe asking questions and feel empowered to identify and solve problems. ChristianaCare also uses numerous surveys and assessments to track progress in improving the wellbeing and experience of caregivers. ChristianaCare’s Unique Center for WorkLife Wellbeing ChristianaCare established the Center for WorkLife Wellbeing in 2016 to develop support systems to enable clinicians to reconnect with the joy and meaning in medicine. “We recognized the growing problem of stress and burnout in health care, and we made a decision to tackle it head-on,” said Janice E. Nevin, M.D., MPH, ChristianaCare president and CEO. “The work of our psychologists, researchers, clinicians and peer supporters in the Center for WorkLife Wellbeing is built on the understanding that when we care for ourselves, we are better able to care for others, resulting in decreased medical errors and a better experience of care for everyone involved.” The Center soon expanded its mission to support all of ChristianaCare’s caregivers, including those who don’t work in clinical roles. The Center also has received national recognition for its expertise and leadership in the field of workplace wellbeing. Throughout the pandemic, the Center for WorkLife Wellbeing has proactively shared a variety of resources to support caregivers as they work to provide safe, effective care and reduce the spread of COVID-19. This includes: The Care for the Caregiver program, which provides confidential individual peer support and group support to caregivers when they experience stress related to patient care or the workplace. Peer supporters and organizational leaders receive training so they can provide psychological first aid to caregivers whom they recognize are struggling as well as connect them to helpful resources if needed. Emotional support through mindfulness resources and regular rounds where the Center’s experts can check on staff wellbeing. OASIS Rooms, which are quiet sanctuaries inside the hospital where caregivers can go to take a break, de-stress, meditate or enjoy a chair massage. 24/7 mental health services and programs to help caregivers maintain healthy habits including proper exercise, sleep and nutrition. Fitness centers that are free for all caregivers to use and provide easy access to exercise and fitness programs. “I always use the analogy, you can’t take the canary out of the coal mine and teach it to be more resilient and then put it back in the same coal mine and expect it to survive,” Dr. Farley said. “You actually have to change the coal mine – the environment surrounding our caregivers and clinicians. That’s what we’re doing in the Center for WorkLife Wellbeing.” Solutions to a National Problem A national study examining the experiences of physicians and other health care workers who worked in health systems during the COVID-19 pandemic found that 38% self-reported experiencing anxiety or depression, while 43% suffered from work overload and 49% had burnout. “The COVID-19 pandemic has placed extraordinary stress on physicians and other health care professionals,” said American Medical Association President Gerald E. Harmon, M.D. “While it is always important for health systems to focus on the wellbeing of care teams, the imperative is greater than ever as acute stress from combatting the COVID-19 pandemic has contributed to higher rates of work overload, anxiety and depression. The health systems we recognize today are true leaders in promoting an organizational response that makes a difference in the lives of the health care workforce.” Launched in 2019, the Joy in Medicine Health System Recognition Program is a component of the American Medical Association’s practice transformation efforts, an ambitious initiative to advance evidence-based solutions to address the physician burnout crisis. Candidates for the program were evaluated according to their documented efforts to reduce work-related burnout through system-level drivers. Scoring criteria were based on demonstrated competencies in commitment, assessment, leadership, efficiency of practice environment, teamwork and support. About ChristianaCare Headquartered in Wilmington, Delaware, ChristianaCare is one of the country’s most dynamic health care organizations, centered on improving health outcomes, making high-quality care more accessible and lowering health care costs. ChristianaCare includes an extensive network of primary care and outpatient services, home health care, urgent care centers, three hospitals (1,299 beds), a freestanding emergency department, a Level I trauma center and a Level III neonatal intensive care unit, a comprehensive stroke center and regional centers of excellence in heart and vascular care, cancer care and women’s health. It also includes the pioneering Gene Editing Institute. ChristianaCare is nationally recognized as a great place to work, rated by Forbes as the 5th best health system to work for in the United States and by IDG Computerworld as one of the nation’s Best Places to Work in IT. ChristianaCare is rated by HealthGrades as one of America’s 50 Best Hospitals and continually ranked among the nation’s best by Newsweek and other national quality ratings. ChristianaCare is a nonprofit teaching health system with more than 260 residents and fellows. With its groundbreaking Center for Virtual Health and a focus on population health and value-based care, ChristianaCare is shaping the future of health care. #####

Aston University to host event for new incoming students aimed at ‘building better democracy’

University experts have developed a unique online system which combines evidence and values to create effective decision-making The Deliberative Practice Network (DPN) has been used for creative teaching over the past three years and is now being looked at as a tool for online democracy The event will create a unique learning experience for new students and others using in-depth deliberation to consider a topical social issue. Aston University will host an event at the end of Welcome Week 2021 aimed at creating a unique learning experience for new students and others using in-depth deliberation to consider a topical social issue. Experts from the University have developed a unique online system called the Deliberative Practice Network (DPN) which combines evidence and values to create effective decision-making. Their system has been used for creative teaching over the past three years and is now being looked at as a tool for online democracy. As part of this pilot project, a ‘deliberative event’ will be held in the Wright Lecture Theatre on Saturday 25 September, at the end of Induction Week, open to everyone interested in 'building better democracy'. At the start of the day the newsworthy issue of ‘mandatory vaccination against Covid’ will be presented; complemented by talks: ‘Vaccination 101’, ‘Available Data’ and ‘Vaccine passport and live music events’. Voting and commenting on a controversial proposal will be encouraged via the DPN, and results will be instantly available. Speakers will then put the case for and against the proposal and delegates will be encouraged to debate in groups, and online. David Seedhouse, professor of Deliberative Practice at Aston Pharmacy School, said: “The event is open to all who wish to explore inclusive democracy, informed debate, and online decision-making. It will interest delegates from a wide range of backgrounds. “It can be difficult for citizens to have a say about decisions which affect us so we want to provide an example of a more inclusive form of democracy, based on detailed consideration over time, rather than a one-off show of hands.” Dr Patrycja Rozbicka, senior lecturer in politics and international relations at the School of Sciences and Humanities at Aston University, said: “This event will be an opportunity for new students to get engaged with what we do at Aston University and to have a bit of fun, before classes kick in. “Over a week there will be more information and discussion, culminating in a second vote on the original proposal." Dr Killian Mullan, lecturer in sociology and policy at Aston University, said: “This event is a fantastic opportunity for students to engage in critical, open, and informed debate on a crucial topic affecting society, helping students develop skills in evaluating competing arguments.” You can sign up to attend the free event HERE.

Children Face Type 2 Diabetes Health Concerns After a Year at Home

Some children are facing health concerns after a year of attending school online. During the pandemic, research found cases of type 2 diabetes among children more than doubled. Lisa Diewald, MS, RD, LDN, Program Manager for the MacDonald Center for Obesity and Education weighed in on causes and potential prevention methods going forward. “We know that physical activity level, eating habits, weight status and other lifestyle factors play a significant role in the development of type 2 diabetes in adults and in children,” said Diewald. “Because of disruptions for many children in all four factors during the pandemic, (on top of pre-existing challenges), we are starting to see trickle-down health effects involving lifestyle-related chronic diseases, such as type 2 diabetes and children are not immune to these health effects.” Type 2 diabetes is related to obesity, exercise habits and diet. Children who struggle with weight may also have many social, genetic and environmental factors impacted by the accelerated risk seen through the pandemic. For example, the absence of healthy school meals while learning from home negatively impacted some children, as processed foods became replacements. Eating habits are also largely impacted by one’s mental state. “Like adults, children learn to cope with stress and anxiety in different ways. For some, this means reaching for comfort foods, which are often high in refined carbohydrates, saturated fat and sugar-all risk factors for T2 diabetes if consumed in excess,” said Diewald. “These foods can contribute to unhealthy weight gain, especially when physical activity is limited as well. The bad news is that it does not take a lot of weight gain to put a child who is already at risk at greater risk for diabetes.” But families should be aware of the good news that small changes can make a big difference and that prevention is possible. Diewald recommends a few small changes to alter a sedentary routine for parents and schools: • Build 1 minute brain breaks during the day for activity such as stretching or running up and down the stairs • Keep healthy snacks available and sugar sweetened snacks and drinks less visible • Create safe and walkable opportunities for children to add physical activity • Look for outdoor community sponsored activities that encourage physical activity that can provide safe and accessible physical activity opportunities Additional measures for parents to prevent the unhealthy coping with foods including working with children to make a list of fun alternative activities (unrelated to food) to do when boredom kicks in and posting in an accessible place in the home. Parents can act as role models and let children see that parents are working on more effective ways to cope as well. Though the risk of type 2 diabetes has been increasing during the past year, many factors can continually increase a person’s risk. These tips can provide the valuable tools for prevention in the future. “Teaching children healthier ways to cope with boredom and depression than eating are skills that can help for a lifetime, well beyond the pandemic,” said Diewald. To speak with Diewald, email mediaexperts@villanova.edu.

Baylor Expert: 9/11 Reshaped Every Aspect of American Life – Not Necessarily for the Better

English professor, culture expert says terror attacks damaged America, but it’s not too late to recover sense of purpose and generosity The Sept. 11, 2001, terrorist attacks on the World Trade Center and the Pentagon continue – 20 years later – to have profound effects on everything from America’s political, religious and cultural polarization to American entertainment choices, said Baylor University faith and culture expert Greg Garrett, Ph.D., professor of English. “It shouldn’t surprise anyone that an event that shook our sense of security and our identity would be reflected in every aspect of American life,” Garrett said. “But what does surprise and alarm me is the degree to which 9/11 continues to shape our attitudes about race, religion, immigration and the Other, whether that Other is in Afghanistan or just across town. The United States initiated a perpetual war against terror in response to the 9/11 attacks, and the fear that took root in the American psyche has proven difficult to shake.” Garrett, author of more than two dozen books, is internationally recognized as an expert on faith, culture, race and story, and he argues that the reaction to 9/11 can be measured just as much through literature and culture as through accounts of executive orders and covert military operations. Country music, procedurals and reality TV after 9/11 “Initially, Americans supported the War on Terror across political, religious and cultural lines,” Garrett said. “Country musicians like Toby Keith leaned into militant songs about American greatness and righteous revenge. The top-selling act the Chicks (then the Dixie Chicks) was drummed out of country music for their public stand against going to war. The TV show 24 reflected the growing darkness of America’s extra-legal approach to that war—the willingness to use torture, rendition and the opening of a dark site in Guantanamo Bay to house suspected terrorists—and it actually shaped opinion and policy as it grew in popularity and influence.” Two other types of television shows became extremely popular as a result of 9/11, Garrett said. Procedurals (shows such as CSI, Law and Order and House, M.D.) gained a new popularity because they offered viewers something the ongoing War on Terror never could or will: closure. “A serious problem was introduced in every episode, grappled with and solved by the end of an hour,” he said. Another type of show that leapt in popularity in the months and years following the attacks – reality shows – offered “train-wreck escapism,” Garrett said. “The contestants on Survivor and The Bachelor, and the wayward souls on Jersey Shore and Keeping Up with the Kardashians, presented exaggerated versions of our present moment that allowed viewers to forget about the dark actuality of the times,” he said. Springsteen, Harry Potter and critiquing ‘moral failures of the War on Terror’ Not all popular culture offered reinforcement or escapism, Garrett said, adding that some of the most powerful pop culture from 2001 onward critiqued the “moral failures of the War on Terror and critiqued the American people for so readily accepting them.” “Punk rock, always a prime medium for protest, was one of the earliest forms of dissent,” Garrett said. Green Day’s 2004 album American Idiot reached the top of the charts in the United States and 18 other countries, ultimately selling 16 million albums. But mainstream acts like Bruce Springsteen also asked complicating questions about the attacks and their aftermath. “After primarily offering empathy and comfort in The Rising (2002), Springsteen realized that America had betrayed many of its most important ideals, as revealed by songs like ‘Your Own Worst Enemy’ on the No. 1 2007 album Magic,” Garrett said. “Later novels in J. K. Rowling’s Harry Potter series, the most popular fictional narrative of all time, introduce questions of torture and terror, and powerful TV dramas like Battlestar Galactica and the British import Doctor Who also criticize the choices made by the American government and its allies.” Zombies and the Apocalypse Perhaps the most significant byproduct of 9/11 in our culture is the resurgence in apocalyptic stories such as 28 Days Later, Sean of the Dead, The Walking Dead, Game of Thrones, World War Z and The Road, Garrett said. Stories about the Zombie Apocalypse – whether in games, books, comics, TV or movies – asked serious questions about what it means to be human, and about what moral compromises a person might be willing to take to stay alive, Garrett explained. They also reflected the new 24/7 sense of encroaching menace that “seeped into our culture and lit up our phones at all hours of the day and night.” “You could fight all day every day against this menace, these creatures who look like humans but seek your destruction. And then the next morning, you still have to rise and confront it again,” Garrett said. ‘Not too late’ “People 20 years ago said that 9/11 changed everything, and so it did.” Garrett said. “But 20 years later it is not too late to recognize that the fears those attacks brought to the surface don’t have to be the way we continue to live. In my faith tradition, Jesus constantly admonishes his followers not to be so afraid. We make bad and selfish decisions out of fear. We abridge hospitality, compassion and liberty when we believe we are endangered. That’s not the America I grew up in, and it’s not the America in which I hope to die. That America, the light of the world, the city on a hill, Lady Liberty lifting her torch to welcome all, is the America that our founders dreamed, and that we can dream once again.” ABOUT GREG GARRETT, PH.D Greg Garrett, Ph.D., is a professor of English at Baylor University and Theologian-in-Residence at the American Cathedral of the Holy Trinity in Paris. An award-winning professor, Garrett has written about 9/11 and its aftermath in a number of books, including One Fine Potion: The Literary Magic of Harry Potter (Baylor University Press), Living with the Living Dead: The Wisdom of the Zombie Apocalypse, and A Long, Long Way: Hollywood’s Unfinished Journey from Racism to Reconciliation (both Oxford University Press). ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 19,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT THE COLLEGE OF ARTS & SCIENCES AT BAYLOR UNIVERSITY The College of Arts & Sciences is Baylor University’s largest academic division, consisting of 25 academic departments and eight academic centers and institutes. The more than 5,000 courses taught in the College span topics from art and theatre to religion, philosophy, sociology and the natural sciences. Faculty conduct research around the world, and research on the undergraduate and graduate level is prevalent throughout all disciplines. Visit baylor.edu/artsandsciences.

Aston Business School to host hybrid conference on tax

• The Tax Research Network (TRN) annual conference will run from 8 – 10 September both in person and online • The focus of the three-day event will be on tax research and education • Over 80 speakers and delegates from across Europe, USA, India, New Zealand and South Africa will take part in the event with around half livestreamed on YouTube Aston Business School (ABS) will host the prestigious Tax Research Network (TRN) annual conference this week. The TRN is one of the main global groupings of those interested in tax research and education with around 500 members worldwide. The event, which is sponsored by the Chartered Institute of Tax (CIOT) and the ICAEW Charitable Funds, will run from 8 – 10 September both in person and online. Two days (8-9 September) will focus on tax research and the third day (10 September) on tax education which will be a series of workshops looking at different current issues in teaching tax. Over 100 speakers and delegates from across Europe, USA, India, New Zealand and South Africa will take part in face-to-face keynote speeches and panel discussions in Aston Business School with around half live-streamed on YouTube. Professor Andy Lymer, who is head of accounting at Aston University and chairing the event, said: “I am delighted that Aston Business School is hosting the Tax Research Network’s (TRN) annual conference. “This is their annual conference which is usually a face-to-face event but was virtual last year and this year hybrid. “Our hybrid approach is a first for ABS with a mix of face-to-face lectures and live-streamed parts interlaced with pre-recorded paper and keynote and panellist contributions. “Aston University will be represented by various academics including Dr Carlene Wynter who is chairing a session on tax and housing linked to the work she did last year with others at the university on social housing and tax as well as presenting a paper.” The schedule includes Dyfed Alsop, CEO of the Welsh Revenue Authority and Stephanie Gray, head of income tax and reserved tax unit in the Scottish Government and various workshops from speakers including Phyllis Alexander (Bournemouth University) on developing international tax teaching in light of current trends in this area towards developing fairer tax systems and Nicky Thomas (University of Exeter) and Terry Filer (Swansea University) on innovations in teaching tax including making use of VR and Lego. You can book your place(s) here. The full schedule for the conference is available here. Full details of the parallel sessions are available here.

Aston University partners with Catalent to support the development of new orally disintegrating tablet

Aston University researchers based in the College of Health and Life Sciences have been awarded a Knowledge Transfer Partnership (KTP) project by Innovate UK, to bring its academic and scientific expertise to assist Catalent in the development of its Zydis® technology, the leading orally disintegrating tablet (ODT). The Zydis ODT fast-dissolve formulation is a unique, freeze-dried oral solid dosage form that disperses almost instantly in the mouth with no water required. It helps delivering treatments to patients and consumers who have difficulty swallowing conventional pills, or where rapid onset of action is desirable. The aim of the KTP partnership is to develop and prove an accurate predictive decision-making tool to pre-determine accurate levels of absorption enhancer for each Zydis product, potentially facilitating faster pharmaceutical development, improving efficiency, and reducing time to market. A Knowledge Transfer Partnership (KTP) is a three-way collaboration between a business, an academic partner and a KTP Associate. The UK-wide programme helps businesses to improve their competitiveness and productivity through the better use of knowledge, technology and skills. Aston University is the leading KTP provider within the Midlands. Academic lead on the project is Professor Afzal Mohammed, who is also chair in Pharmacy in the College of Health & Life Sciences (HLS) and a member of the Aston Pharmaceutics Group (APG) at Aston University. Afzal said: “This is a great opportunity for us to share and translate our academic experience in cell based models, excipient and formulation characterisation to develop an evidence based predictive tool that has the potential to expedite product development at Catalent.” Ralph Gosden, head of Zydis product development at Catalan, added: "We are excited to be working with Aston University on this project. Their expertise in drug transportation, cell biology, data analysis and model cell line design, coupled with its world-class facilities means that together, we will be able to achieve significant improvements in efficiency, and accelerate new product development.” Professor Mohammed will be supported by other colleagues from the Aston Pharmaceutics Group, including, Dr Dan Kirby, who has experience in drug delivery and improving patient acceptability of dosage forms gained through original research; Dr Affiong Iyire who has research expertise in the formulation of drugs for pre-gastric absorption and innovative cell models; and Dr Raj Badhan, who is a pharmacokinetics expert with vast knowledge of in silico methods. The outcomes of the project will be integrated into Aston University’s curriculum through teaching case studies, thereby developing well equipped graduates.

UCI experts can discuss unfolding crisis in Afghanistan

UCI faculty members Dr. Heidi Hardt, associate professor of political science, and Dr. Mark LeVine, professor of modern middle eastern history, are available to speak about the crisis in Afghanistan. Dr. Heidi Hardt Dr. Hardt can talk about NATO's contribution to Afghanistan, implications for NATO's legitimacy, security concerns for Afghan women and provide broader context on military interventions and operations. She can address more specific questions related to the two decades long allied operation. About Dr. Hardt: Dr. Hardt has expertise in transatlantic security, national security and European security and defense, including NATO, the EU and OSCE. Issue areas include transatlantic security cooperation, collective defense, crisis management, military operations (e.g. Afghanistan), coalition warfare, strategy, learning, adaptation, organizational change, gender and diplomacy. She's the author of two books: NATO's Lessons in Crisis: Institutional Memory in International Organizations (Oxford UP, 2018) and Time to React: The Efficiency of International Organizations in Crisis Response (Oxford UP, 2014). She's the recipient of a 2021-2022 Council on Foreign Relations International Affairs Fellowship and will soon be working as a foreign policy fellow for the Office of Congresswoman Katie Porter. Contact: hhardt@uci.edu Dr. Mark LeVine Dr. Levine was in Kabul in 2019. His point of view on Afghanistan includes: • “Why did the US abandon the embassy when the agreement with the Taliban specifically allowed to diplomatic staff to remain in Afghanistan and there was no imminent threat by the Taliban to the embassy and in fact the US was coordinating with them. They could have certainly kept the lights on and not looked like cowards running, which set the tone for everything else.” • “It seems pretty clear that there was an internal military coup. The Taliban did not just waltz into Kabul without coordination with senior military people who are already handing over parts of the country to them in the days before. Some kind of deal had been worked out behind the scenes and without the knowledge of the president, which is why he felt he had no choice but to flee.” About Dr. LeVine: Dr. LeVine completed his Ph.D at NYU’s Dept. of Middle Eastern Studies in 1999, after which he held postdoctoral positions at Cornell University's Society for the Humanities and the European University Institute's Robert Schuman Centre for Advanced Studies, in Florence, Italy before coming to UCI. His research and teaching focus on the following issues: histories, theologies and political and cultural economies of the Middle East and Islam in the modern and contemporary periods; Palestine/Israel; cultural production, revolution and resistance in the Middle East and Africa; modern and contemporary Iraq, Egypt, Tunisia and Morocco; art and conflict in West Africa (especially Ghana and Nigeria, but also Senegal, Mali and Kenya); comparative studies of imperialism and colonialism, urban planning and architecture (history and theory); critical theory and globalization studies with a comparative focus on popular cultures and religion in Europe and the Muslim world; peace and conflict studies; and comparative nationalisms. Contact: mlevine@uci.edu

Three Aston University STEM pioneers shortlisted for Women in Tech Awards

• Three finalists from Aston University shortlisted for prestigious Women in Tech Awards • Two academics are up for the award which will be announced in October • A degree apprentice has also been nominated in the category Three STEM pioneers from Aston University are celebrating after being shortlisted for the prestigious Midlands Women In Tech Awards. Aston University’s Reham Badawy and Lucy Bastin have picked up nominations for the academic category while Jessica Morgan has been put forward for the apprentice category for the awards. The Midlands Women in Tech Awards are an opportunity to highlight and recognise the ongoing contribution of women in the tech sector. The aim of the awards is to raise the visibility of women in the tech space and enable the next generation to ‘see it and therefore aspire to it’. Jessica Morgan is studying a Digital Technology Solutions apprenticeship with Cap Gemini and Aston University, with experience working on projects within the public sector. She is in the final year of her degree apprenticeship and has been balancing work, studying and volunteering, while being on track for a first class honours. Reham Badawy is part of the Undergraduate Teaching Team at Aston University. Her research work has used smart tech to detect and monitor symptoms of Parkinson’s disease. She is a strong advocate for women in STEM and is a UK Ambassador for Women are Boring. Lucy Bastin has a Masters in GIS and a PhD in Urban Ecology. She is a senior lecturer in Computer Science and was recently on secondment to the Joint Research Centre of the European Commission. She developed web-based biodiversity information systems that support accessible and user-friendly reporting by the international community against policy and conservation targets such as the Sustainable Development Goals. Professor Kate Sugden, deputy dean for the College of Engineering and Physical Sciences at Aston University said: “We are delighted to see so many Aston University shortlisted candidates for the Women in Tech Awards. “In our eyes they are all winners and are great examples of our ongoing commitment to making significant contributions to the region and wider society.” Voting closes on August 20 and more details about the finalists can be found here: www.womenintechawards.co.uk The ceremony takes place on 7 October where the winners will be announced.

Working while studying in Canada: What you need to know

Working during your studies in Canada can be a great way for international students to gain experience, make new connections in Canada, and earn extra money to pay the bills (or treat yourself to something special!). However, there are some restrictions on who can work while studying in Canada and what types of work they can do. Here’s what you need to know before you start your job search. Who can work while studying in Canada It’s important to make sure you qualify to work while studying in Canada before starting a job because, if you do so without qualifying, you could be asked to leave Canada. Your study permit will include information about whether you’re able to work on- or off-campus. International students can work on-campus without a work permit if they meet all of these requirements. (Note that you must stop working on campus the exact day your full-time study ends.) 1. You are a full-time post-secondary student at either: a public post-secondary school, a private college-level school in Quebec that’s at least 50 per cent funded by government grants, or a Canadian private school that can legally award degrees under provincial law. 2. You have a valid study permit. 3. You have a Social Insurance Number (SIN) International students can work off-campus without a work permit if they meet all the following requirements. (Note that you can only start work in Canada once your study program officially begins.) You’re a full-time student at a Designated Learning Institution (DLI) You’re enrolled in either a post-secondary professional, vocational, or professional training program or a secondary-level vocational training program (Quebec only) You’re in a study program that’s at least six months long and leads to a degree, diploma, or certificate You’ve already started studying You have a Social Insurance Number (SIN) If you’re a part-time student, you must meet all of the above requirements and only be studying part-time because you’re in the last semester of your program and don’t need a full course load to complete it. Types of work permitted On-campus work On-campus work means any jobs located in the buildings on your school campus. If your school has more than one campus, you can normally only work on the campus you study at. You can, however, work at other locations if you’re a teaching or research assistant, or if your work is related to a research grant. An on-campus employer can be your school, a faculty member, a student organization, a private contractor that provides on-site services, or even yourself if you run a business that’s physically located on campus. There is no limit to the number of hours you can work on campus. You can learn more about working on-campus here. Off-campus work If you meet all of the requirements for off-campus work, you may work up to 20 hours a week during regular school terms/semesters. During school breaks, such as winter or summer holidays, you’re free to work overtime or take two part-time jobs that add up to a higher than usual number of hours. Note you have to be a full-time student both before and after a break to qualify. This means the summer breaks before and after your study term are not included. You can find more information about off-campus work here. Internships and co-op placements Some study programs include work experience as part of their curriculum. If this applies to your program, you can apply for a co-op or intern work permit as long as you meet these requirements: You have a valid study permit Work is required to complete your program of study in Canada You have a letter from your school that confirms all students in your program need to complete work placements to earn their degree Your co-op or internship makes up less than 50 per cent or less of your study program During COVID, the Canadian government has made some exceptions for remote co-ops and internships. You can learn more about these here. Tips for working while studying in Canada Plan your schedule well. Between work and school, it can be easy to overcommit yourself– especially in your first year of study. It may be best to give yourself some time to adjust to your new schedule before seeking out additional work. Look for opportunities aligned with your field of study or ones that allow you to develop new skills (such as improving your English or French!). Jobs can have more benefits than just making money. Take this opportunity to learn outside the classroom and even make some valuable connections in your field. Consider future employment prospects with your employer. Canadian companies often offer full-time jobs to former interns or employees they’ve already worked with on a part-time basis. Use your co-op or part-time gig as a chance to get your foot in the door. Network in the workplace and ask your manager to give you a referral on LinkedIn to show future employers you’re a valuable asset to their team. In Canada, many positions are filled through recruiters networks, so building your network will be key to hearing about job opportunities. Take this opportunity to meet others in your field. Even if they don’t end up hiring you down the road, they may know someone else looking to fill a position. Be proactive. Don’t be afraid to ask your manager for additional opportunities or express your interest in working on a particular project. If you don’t ask, you don’t get! Ask for help when you need it. Canadian companies tend to be very team-oriented and encourage employees to ask for help when they need it. Asking a colleague or manager for help can be a learning and networking opportunity. Working while studying in Canada is a great way to make the most of your study permit. Finding the right job, internship, or co-op placement gives you an opportunity to learn new skills, make valuable connections, and further define your future career goals. Get access to more career resources and tips for international students by downloading the Arrive app. Original full article located here, published with edits by Arrive.

Aston University – inspiring more women into engineering careers

• Aston University is celebrating International Women in Engineering Day • College of Engineering and Physical Sciences photography campaign of females as #EngineeringHeroes • Campaign aims to encourage girls into engineering careers A team of female engineering heroes from Aston University’s College of Engineering and Physical Sciences has banded together to encourage girls into STEM careers. As part of International Women in Engineering Day (INWED), the world’s largest initiative to celebrate the achievements of women in engineering, Aston University’s very own team of engineers have shown themselves to be the very best STEM superheroes. Aston University Mechanical Engineering Student and STEM Ambassador Olamide Olabode Dressed in capes and taking selfies for the event on Wednesday 23 June, female ambassadors from the College, in collaboration with the Greater Birmingham and Solihull Institute of Technology, have also put together video content to show off their engineering skills and become ‘heroes’ for girls wanting to do the same. Also launching on the day will be a competition for participating schools linked to Aston University. Girls are being challenged to come up with their own superhero gadget / gizmo idea. Professor Sarah Hainsworth OBE FREng, Pro-Vice Chancellor and Executive Dean of the College of Engineering and Physical Sciences at Aston University, said they were proud to be a part of INWED2021. “It is so important to us to encourage more girls into STEM subjects. Our hope is that through our teaching, and our partnership with the Greater Birmingham and Solihull Institute of Technology with its focus on technical skills for advanced manufacturing and giving students a clear route to technical employment, many will follow in the footsteps of our incredible team and be the STEM leaders of the future. “At Aston University, we work on sustainability for the environment, bioengineering, robotics, machine learning, sensors, communications, artificial intelligence, technologies for future vehicles and the issues that shape our future. On International Women in Engineering Day (INWED 2021), our College of Engineering and Physical Sciences celebrates the amazing contribution of our women colleagues who represent the cutting edge of engineering who are making vital contributions to our health and wellbeing, our society and our planet,” she added. Katy Lewis, marketing manager, said schools invited to take part were from the Aspire to Aston progressive programme, which works with 10 schools in and around Birmingham from areas of high deprivation. “At each of these schools there are up to 40 pupils per year group who have the academic ability to aim for university but lack the knowledge and confidence to do so and are selected for the programme. Our aim is to raise aspirations and normalise the idea of going into higher education, which is why us doing challenges like this one is so vitally important, so we can’t wait to help find the STEM female stars of the future,” she said. Currently the College of Engineering and Physical Sciences has 25% female academic staff (the UK STEM staff benchmark being 17 – 19%). The amount of female students studying the engineering subjects at Aston University has also grown over the past five years from 22% - 27%, above the UK STEM benchmark of 17% – 19%. To find out more about engineering at Aston University, visit ww.aston.ac.uk/eps For more details about the Greater Birmingham and Solihull Institute of Technology, visit this link: http://gbsiot.ac.uk/