scholarly journals EVERY CLOUD HAS A SILVER LINING: SHORT-TERM PSYCHOLOGICAL EFFECTS OF COVID-19 ON BRITISH UNIVERSITY STUDENTS

2021 ◽  
pp. 1-22
Author(s):  
Chathurika Kannangara ◽  
Rosie Allen ◽  
Mahimna Vyas ◽  
Jerome Carson
Keyword(s):  
University Students ◽  
Psychological Effects ◽  
Short Term ◽  
Silver Lining

scholarly journals COVID-19 and Its Impact on the Indian Economy

2021 ◽  
pp. 097226292198912
Author(s):  
Vikas Barbate ◽  
Rajesh N. Gade ◽  
Shirish S. Raibagkar
Keyword(s):  
Oil Prices ◽  
Economic Activities ◽  
Short Term ◽  
Indian Economy ◽  
The Great Depression ◽  
Windfall Gain ◽  
Crude Oil Prices ◽  
Tree Approach ◽  
Silver Lining

Pessimism looms large all over. COVID-19 has been projected as worse than the Great Depression of 1930. Everyday analyst and agency reports are diving into new bottoms of a fall-down in economic activities. Indian economy, however, has a slightly different story to tell at this hour of crisis. The silver lining for the Indian economy comes from a steep fall in the crude oil prices from around $70 per barrel to a record 18 years low of $22 per barrel. This windfall gain can, to some extent, offset the direct losses due to COVID-19. At the same time, dreams like a $5 trillion economy no longer look even a remote possibility. This article takes stock of the likely impact of COVID-19 on the Indian economy in the short term and the long term. A decision-tree approach has been adopted for doing the projections.

scholarly journals Psychosocial effects of the COVID-19 pandemic and lockdown on university students: Understanding apprehensions through a phenomenographic approach

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251641
Author(s):  
Sumbal Shahbaz ◽  
Muhammad Zeshan Ashraf ◽  
Rubeena Zakar ◽  
Florian Fischer ◽  
Muhammad Zakria Zakar
Keyword(s):  
Online Education ◽  
University Students ◽  
Psychological Impact ◽  
Psychological Effects ◽  
Limited Evidence ◽  
Psychosocial Effects ◽  
Perceptions Of Students ◽  
Outcome Space ◽  
Depth Interviews

Limited evidence exists to help understand the experiences of university students in relation to the long-term lockdown due to the COVID-19 pandemic. For that reason, we conducted a study using a phenomenographic approach in order to understand how university students perceive COVID-19 and the associated lockdown. Data were collected from 25 students in Pakistan. They were asked to demonstrate the psychological effects of the COVID-19 pandemic and lockdown in illustrations. In addition, in-depth interviews were conducted with these students, to gain further insights into their perspectives on the psychosocial effects of the COVID-19 pandemic. The analysis revealed four interlinked directions for understanding students’ experiences. These themes were: 1) escape into peace, 2) hope for personal freedom, 3) fear of becoming a victim of COVID-19, and 4) concerns regarding education, future career, and opportunities. All four themes were analyzed and condensed into an outcome space, which further gathers the perceptions of students under one theme as “Hope for life while paradoxically living with fear”. Studying the psychological impact of the COVID-19 pandemic and lockdown on students not only highlighted their concerns, but also emphasized the importance of starting regular psychological evaluations and stress-releasing sessions, along with online education to overcome growing depression.

Measurement of negative attitudes toward robots

2006 ◽  
Vol 7 (3) ◽  
pp. 437-454 ◽  
Author(s):  
Tatsuya Nomura ◽  
Tomohiro Suzuki ◽  
Takayuki Kanda ◽  
Kensuke Kato
Keyword(s):  
University Students ◽  
Social Influence ◽  
Daily Life ◽  
Validity And Reliability ◽  
Short Term ◽  
Negative Attitudes ◽  
Japanese University ◽  
The Social

A great deal of research has been performed recently on robots that feature functions for communicating with humans in daily life, i.e., communication robots. We consider it important to develop methods to measure humans’ attitudes and emotions that may prevent them from interaction with communication robots, as indices to study short-term and long-term interaction between humans and communication robots. This study is aimed at exploring the influence of negative attitudes toward robots, focusing on applications of communication robots to daily-life services. First, a scale of negative attitudes toward robots consisting of three subordinate scales, “negative attitudes toward situations of interaction with robots,” “negative attitudes toward the social influence of robots,” and “negative attitudes toward emotions in interaction with robots,” was developed based on a data sample comprising of 263 Japanese university students. This scale was administered to 240 Japanese university students to confirm its validity and reliability. In this paper, we report on the results of analyses of these data samples. Moreover, we discuss some future problems including a comparison of attitudes toward robots between nations.

scholarly journals The short-term effect of smartphone usage on the upper-back postures of university students

2019 ◽  
Vol 6 (1) ◽  
pp. 1627752 ◽  
Author(s):  
Maria Elizabeth Cochrane ◽  
Muziwakhe Daniel Tshabalala ◽  
Nkateko Climax Hlatswayo ◽  
Rosina Mahlatse Modipana ◽  
Pertunia Phuti Makibelo ◽  
...  
Keyword(s):  
University Students ◽  
Term Effect ◽  
Short Term ◽  
Short Term Effect

Effect of Recall Condition, Presentation Rate and Retention Interval on Short-Term Memory

1965 ◽  
Vol 16 (3) ◽  
pp. 877-883 ◽  
Author(s):  
Nicholas L. Rohrman ◽  
John C. Jahnke
Keyword(s):  
Free Recall ◽  
Retention Interval ◽  
University Students ◽  
Short Term Memory ◽  
Presentation Rate ◽  
Recall Condition ◽  
Significant Variable ◽  
Order Information ◽  
Short Term ◽  
Term Memory

A total of 300 university students were presented a brief list of non-alphanumeric items and instructed to recall immediately either the items (free recall, FR), the order in which the items were presented (order recall, OR), or both (serial recall, SR). Presentation rate and retention interval were additional experimental variables in Exp. I and II, respectively. In both experiments significant differences in recall were found between FR conditions and the remaining two, which did not differ from each other. More items were recalled at the slow than fas: rate. Retention interval was not a significant variable. Results suggest that retention will improve when order information is eliminated from recall (Brown, 1958), that the recall of item and order information involve at least partially independent memory processes, and that, while the recall of items may proceed independently of the recall of their order, the converse is not true.

scholarly journals Setting Restrictions on Extensive Reading: A Preliminary Short-Term Investigation

2018 ◽  
Vol 42 (6) ◽  
pp. 3
Author(s):  
Takayuki Nakanishi
Keyword(s):  
University Students ◽  
Reading Instruction ◽  
Empirical Studies ◽  
Difficulty Level ◽  
Reading Group ◽  
Extensive Reading ◽  
Short Term ◽  
Japanese University ◽  
Positive Attitudes ◽  
Reading Materials

Although empirical studies support extensive reading (ER) as a method of reading instruction, instructors often let students choose what they want to read. Thus, instructors do not exercise any control over the difficulty level of students’ reading materials. The present study attempts to address this issue by setting restrictions on students’ choice of reading materials. Forty-two third-year Japanese university students participated in this one-semester study. The first group (free-reading group) was permitted to read books of any length, whereas the second group (restricted-reading group) had to choose books of at least 1,000 words in length. The findings revealed that both groups read a similar number of books over the same period of time. However, the restricted-reading group read more words than the free-reading group. Comments from the students revealed their positive attitudes toward and enjoyment of ER. Pedagogical implications are also considered in terms of the implementation of ER. 多読はリーディングの教授法の1つとして多くの実証研究結果から確証を得ているが、基本的に教員は、学生に本を自由に選択させている。つまり、多くの現場で本の難易度に対するコントロールはされていないのが現状である。本論は、学生を2つのグループに分け、本の選択にレベルを設定し、どのような違いが見られるかを考察した。42名の大学3年生を対象とし、自由に本を選択できるグループと、1,000語以上の本しか選ぶことのできないグループに分け、1学期間の推移を見た。結果的に、どちらのグループもほぼ同じ冊数を読んだが、語数に制限があったため、後者の方が前者のグループよりも多く読んだことが分かった。質問紙のコメントからは、どちらの学生も多読に興味を持って取り組んでいたことが示唆された。また、多読の実施という点での教育的意義も考察した。

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