Access to COVID-19 Vaccination during the Pandemic in the Informal Settlements of Rome

With the advent of vaccines, the world has a chance to see a real end to the COVID-19 pandemic. To make this possible, however, it is necessary that all groups of people are considered. Contexts of informal settlements and populations such as the homeless and migrants are often forgotten by vaccination campaigns. In this study, carried out as a result of a collaboration with MEDU, a non-profit association aimed at bringing healthcare to vulnerable populations, we provide important data related to the vaccination campaign carried out in the informal settlements of Rome. The objectives of this work are to (1) evaluate vaccination coverage in these contexts, (2) assess the gap with the vaccination coverage of the Italian population and try to hypothesize the causes, and (3) provide recommendations for how humanitarian associations can respond to reduce this gap. We observed important differences in vaccination coverage depending on the type of settlement. The percentage of vaccinated people in these contexts at the beginning of October range between 14.4% and 55.5%, underlining an important gap with the vaccination rate of Italy’s population, which is close to 80%. The data also show that particular attention must be paid to the transiting and irregular people as they are more at risk for a lack of access to vaccination. With this study, in which we provide recommendations that integrate MEDU’s fieldwork experience with the advice of the Framework report, we hope we can help those who work in similar contexts, to carry out a fair and effective vaccination campaign.

Preservice Music Educators’ Perceptions of In-Person and Asynchronous Online Fieldwork Experiences

The purpose of this instrumental case study was to examine preservice music educators’ (PMEs) perceptions of a semester-long fieldwork experience first delivered in person and then asynchronously online. Using the community of inquiry (CoI) framework, I analyzed the PMEs’ perceptions of their teaching presence in both fieldwork experiences. Participants cited benefits and challenges with lesson plan organization, in-person and asynchronous instruction, and building consensus about effective teaching. Notably, the asynchronous fieldwork provided a non-reactive environment where the script and delivery of content took precedent over a rehearsal mindset, which was more responsive and occurred during the in-person fieldwork. Based on these findings, music teacher educators might consider asynchronous fieldwork when in-person fieldwork is unavailable or as a stepping stone to prepare PMEs for in-person fieldwork experiences.

Teaching Fieldwork Experience: Experiment, Embodiment, Emotions

The emotional and sensual dimension of fieldwork, as well as the positionality of the researcher are often debated and considered crucial in anthropology. We assume that “good ethnography” includes sensory and bodily fieldwork experience. But how do we address these issues in teaching? How can we teach students to notice, analyse and make sense of their bodily experiences? How do we encourage the awareness of positionality? What practical steps can we take in designing suitable learning experiences that address these points? In this paper, we share our experience of teaching adapted courses that provide students with fieldwork encounters, where the significance of embodied knowledge can be explored, and their ethnographic awareness cultivated. Basing our analysis on the undergraduate Ethnographic Lab and Ethnographic Methods courses taught at the Institute of Ethnology and Cultural Anthropology at the University of Warsaw, we argue that it is important to put students in uncomfortable or unusual fieldwork and teaching situations, forcing them out of their comfort zone so that they experience fieldwork encounters both emotionally and bodily. Recordings of these encounters and the bodily reactions of themselves and others constitute a core part of the data to be gathered, which prevents students from focusing solely on narratives and discourses.

Positionality and reflexivity: Recognising and dismantling our privileges in childhood research through the use of windows and mirrors

This article explores how privileges, identities and worldviews influence every stage of childhood research processes. By using the ‘windows and mirrors’ and ‘the danger of the single story’ metaphors, I seek to deconstruct reflexivity and positionality in order to include different lenses of analysis for exploring how power and privileges inform the relationship between researchers and child participants. I argue that this reflexive process needs to pay greater attention to the intersection between identities, inequalities and power, to the impact of researchers feeling sympathy for the marginalised status of the child participant and to the normative and dominant positions that researchers might have based on their social standing. Drawing from my international fieldwork experience, I conclude that an understanding of how identities, power and privileges affect childhood research is critical for conducting ethical research, negotiating power with child participants and dismantling researchers’ privileges.

Gendered encounters in mobility: Women researching migrant construction workers

Writing about sexism and sexual harassment in the field is still generally discouraged outside gender ethnography, despite a growing gender reflexivity in research. This is mostly due to certain established norms and expectations about ethnographic work that tend to ignore how these issues contribute to women’s fieldwork experiences and subsequent ethnographic accounts. In this article, we go against this tendency by setting out our gendered experiences as female ethnographers conducting research on labor mobility in the male-dominated construction industry among Brazilian internal migrants in Rio de Janeiro and among Polish migrant workers in Europe. We foreground how gendered dynamics affected our fieldwork experience and how they generated a degree of self-doubt and self-blame about our methodological choices. Our hope is that writing about our experiences will help female ethnographers to better prepare for and consider the different kinds of sexism that will inevitably shape their knowledge production.

Effect of an International Level I Fieldwork Experience on Interprofessional and Cultural Competencies

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Health professionals treat a growing multiethnic population. The results of this mixed-methods research showed the positive effect of a short-term Costa Rica study-abroad experience on interprofessional and cultural competencies, teamwork, and collaboration of OT and nursing students. OT educators can use these methods as a guide in their own programs to strive for collaborative mutual enrichment and to broaden learning opportunities focused on OT in a globally connected world. Primary Author and Speaker: Brittany N. Saviers Contributing Authors: Lavona S. Traywick, Julie Meaux

Investigating Student Satisfaction and Perception in Clinical Reasoning Skills With Simulated Case-Based Learning as a Level I Fieldwork Experience

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Simulation as a Level I fieldwork (FW) has not been widely studied in OT. This presentation will portray student satisfaction outcomes from a 1-week Level I FW using the Simucase™ platform. This descriptive study investigated students' satisfaction with simulated case-based learning and their perception of clinical reasoning skill development compared with paper case scenarios. Students showed a statistically significant change in debrief and reflection, clinical reasoning, and clinical learning (p < .05). Primary Author and Speaker: Amy Mattila Additional Authors and Speakers: Elizabeth Dwyer DeIuliis Contributing Authors: Retta Martin, Emily Casile

Pengaruh Pengalaman Praktik Kerja Lapangan dan Prestasi Akademik yang Dimoderasi oleh Keaktifan Mahasiswa dalam Berorganisasi Terhadap Kesiapan Mahasiswa dalam Memasuki Dunia Kerja

: The purpose of this research is to find out the influence of fieldwork experience and academic achievement moderated by students' activeness in organizing towards the readiness of Faculty of Economics students in 2016 in entering the world of work. This type of research is kausative. The population in this study was students of the Faculty of Economics in 2016. The number of research samples as many as 100 people and selected using the technique Proportional Random Sampling. The analysis method used is Moderated Regression Analysis (MRA) using SPSS 16. The results of the study showed that (1) experience of field work practices significantly influenced the readiness of Faculty of Economics students in 2016 in entering the world of work, (2) academic achievement had a significant influence on the readiness of students of the Faculty of Economics in 2016 in entering the world of work, (3) experience of field work practice moderated by student activity in organizing significantly influenced the readiness of Faculty of Economics students in 2016 in entering the world of work , (4) academic achievement moderated by the activeness of students in organizing has a significant effect on the readiness of students of the Faculty of Economics in 2016 in entering the world of work. Keywords: experience of fieldwork practices, academic achievement, activeness of students in organizing and readiness to enter the world of work

The Confession as Retrospective Narrative: A Genre for Ethnographically-Driven Theology

The fieldwork experience often manifests itself to the researcher as a tangled cluster of thoughts and feelings that is difficult to write into accessible prose. However, pre-set narratives reduce the subjects of the fieldwork to being mere exemplifications of arguments worked out in advance. This article offers the confession as a kind of retrospective narrative that at once renders the field experience accessible to the reader and maintains the three-dimensional fullness of the lives of the fieldwork subjects. The author draws on his work among persons with opioid use disorders to display the possibilities.