Making the Irish Sea border work will require partnership, cross-border cooperation, and preparation

It’s official – there will be additional border control posts at ports of entry into Northern Ireland. An entry into Northern Ireland means an exit from Great Britain. But how can this be done? Katy Hayward and Tony Smith reveal the secret to making the Irish Sea border a smooth crossing

New graduate registered nurses in public health

This presentation investigates the following objectives: 1) to discuss current challenges facing the public health nursing profession; 2) to synthesize existing literature regarding new graduate registered nurses (RNs) in public health; 3) to present the benefits of hiring new graduate RNs with baccalaureate degrees into public health agencies; 4) to utilize existing literature to suggest support measures that will optimize new graduate RNs’ success in public health

Tuition attendance and students with mental health disability: does widening tuition options increase access?

This article explores student engagement with tuition at The Open University (a distance learning Higher Education institution in the UK), specifically students with declared mental health disabilities, comparing their access rates with (disabled) students overall, studying in the Faculty of Arts and Social Sciences, 2018–2019 .y. The results show that students with disabilities generally engaged with all modes of tuition in similar proportions to which they were registered on the modules. However, students with mental health disabilities engaged with tuition at lower levels than registered on the modules, and the amount reduced as they progressed beyond the first level of study. Regarding the availability of different types of tuition, rather than widening access to more students, for students with a declared mental health disability it was often the same students accessing the different modes of tuition. We conclude that for students with mental health disabilities, more tuition event modes did not widen access to more students, although it did give more options to those who did access the tuition. These findings contribute to improving the currently limited understanding of how to effectively support students with mental health disabilities in tuition

Phase One: June 2013 – September 2014

Food and nutrition security and gender equality are closely linked and mutually constitutive. The fact that women and girls are among the most undernourished in the world and are often hardest hit by food insecurity underlines this. Women’s productive labour and unpaid care work is central to the production, preparation and provision of food. Yet their ability to feed themselves and their families is persistently undermined by institutionalised gender biases in access to resources, markets, social services and social protection, as well as socio-cultural norms which prioritise the nutrition of men and boys and limit women’s decision-making power. Acknowledging this situation the WFP has, amongst other activities, entered into a learning partnership with the Institute of Development Studies (IDS). The premise for the ‘Innovations from the Field’ programme is that WFP staff and partners at the country level are often adopting innovative practices which respond to, and deal effectively with, local gender realities and priorities, but these are rarely shared. Taking a ‘bottom-up’ learning approach to gender mainstreaming will allow successful innovations to be captured, shared and embedded across the organisation. In this first phase of the programme, IDS has facilitated a process of ‘participatory action learning’ in five WFP Country Offices: Guatemala, Kenya, Lesotho, Malawi and Senegal. This has enabled staff to reflect on, explore, document and share good practices for gender-sensitive food security programming. It has also allowed wider reflection on current barriers to effective gender mainstreaming in WFP and how they could be overcome. This report summarises the learning so far

"Authors of Their Being": The Enactment of Elite Southern Motherhood, 1750-1820

This thesis explores the lives of elite white women in Virginia and the Carolinas through their letters and diaries in order to gauge the impact of the Revolution on their methods and conceptions of motherhood. Rather than finding the Revolution to be a rupture and the ideology of republican motherhood to mark a sea change in women's lives, I discover a wealth of commonalities between the attitudes and approaches of mothers on both sides of the Revolutionary moment. I argue that the key changes for mothers which emerged between 1750 and 1820 were related not to the Revolution, but to expanding access to educational tools, changing educational philosophy, and increasing secularization, changes which were inextricably entwined with the Enlightenment. By uncovering women's words about childhood education, children's literature, and gendered goals for young sons and daughters, I prove that the gradual spread of the Enlightenment had a greater impact on Southern motherhood than any one political moment

We Have Raised All of You: Motherhood in the South, 1750-1835

Motherhood in the eighteenth- and early nineteenth-century South was comprised of multiple roles that white, black, and Indian women constructed, interpreted, and defended. I focus on women in Virginia and the Carolinas to prove that these roles, from nurse and teacher to economic provider, shaped holistic maternal identities that offered women of all backgrounds a sense of power, control and self-worth within the pervasive hierarchies of the South. An examination of women's maternal experiences reveals that the dictates of Revolutionary-Era prescriptive literature regarding Republican Motherhood - the belief that women had an obligation to raise the next generation of virtuous male citizens - had little concrete effect on the ways women performed their duties as mothers. On the contrary, motherhood as an institution driven by women exhibited continuities that spanned the Revolution and encompassed roles and responsibilities that were dependent on a woman's race, class, and region. I argue that mothers enjoyed expansive female networks of communication and support, creatively used every available tool to educate their children, and almost universally perceived their maternal roles to be sources of meaning, personal worth, and communal consequence. This study of motherhood examines practices rather than prescriptions in order to reveal the ways in which a diverse group of women struggled to create ennobling definitions of motherhood in the early American South.Doctor of Philosoph