How do different types of intragroup conflict affect group potency in virtual compared with face-to-face teams? A longitudinal study †

2008 ◽  
Vol 27 (2) ◽  
pp. 107-114 ◽  
Author(s):  
E. M. Lira ◽  
P. Ripoll ◽  
J. M. Peiró ◽  
V. Orengo
Keyword(s):  
Longitudinal Study ◽  
Intragroup Conflict ◽  
Face To Face ◽  
Group Potency ◽  
Different Types

Time spent in different types of childcare and children's development at school entry: an Australian longitudinal study

2014 ◽  
Vol 100 (3) ◽  
pp. 226-232 ◽  
Author(s):  
Angela Gialamas ◽  
Murthy N Mittinty ◽  
Michael G Sawyer ◽  
Stephen R Zubrick ◽  
John Lynch
Keyword(s):  
Longitudinal Study ◽  
Population Based ◽  
Receptive Vocabulary ◽  
School Entry ◽  
Face To Face ◽  
Regular Time ◽  
Problem Behaviours ◽  
Different Types ◽  
Parental Reports ◽  
Internalising Behaviours

ObjectiveTo investigate whether the total amount of time in childcare through the first 3 years of life was associated with children's receptive vocabulary, externalising and internalising problem behaviours at age 4–5 years, and whether this association varied for different types of childcare.MethodsWe used data from the prospective, population-based Longitudinal Study of Australian Children (n=3208–4066, depending on outcome). Parental reports of the time spent in different types of childcare were collected at face-to-face interviews at age 0–1years and at age 2–3 years. Children's receptive vocabulary was directly assessed in the child's home, and externalising and internalising behaviours were measured by questionnaire, completed by parents and teachers at age 4–5 years.ResultsAt 3 years of age, 75% of the sample spent regular time in the care of someone other than the parent. After adjustment, more time in childcare was not associated with children's receptive vocabulary ability but was associated with higher levels of parent-reported (β=0.10 (95% CI 0.00 to 0.21)) and teacher-reported (β=0.31 (0.19 to 0.44)) externalising problem behaviours and lower levels of parent-reported internalising problem behaviours (β=−0.08 (−0.15 to −0.00)). Compared with children who did not attend any type of childcare, children in centre-based care had higher parent-reported and teacher-reported externalising and lower internalising problem behaviours.ConclusionsMore time in centre-based childcare (but not other types of care) through the first 3 years of life was associated with higher parent-reported and teacher-reported externalising problem behaviours, and lower parent-reported internalising problem behaviours but not with children's receptive vocabulary ability at school entry.

Herramientas digitales para recolección, procesamiento y presentación de datos de campo como instrumento para afrontar la contingencia COVID-19

2021 ◽  
Vol 5 ◽  
pp. 96-104
Author(s):  
Didier Haid Alvarado Acosta
Keyword(s):  
Learning Curve ◽  
Training Programs ◽  
Communication Technologies ◽  
Field Work ◽  
Web Based ◽  
Face To Face ◽  
The Past ◽  
Online Platforms ◽  
Virtual Libraries ◽  
Different Types

In March of 2020, the COVID-19 outbreak forced people to lock themselves inside their homes and begin the process of transitioning from face-to-face activities at work, schools and universities to a 100 % virtual method. Even when Communication Technologies (ICT) and online platforms have seen growth over the past two decades, including various virtual libraries developed by database publishers or web-based training programs that appear to shorten the learning curve (Lee, Hong y Nian, 2002), many people were unprepared for this transition and all of them are now dedicated to entering the new reality. In this order of ideas, the activities that have traditionally required the assistance of the staff have had to adapt with the use of new tools, which meet daily needs. A clear example is the field work collection tasks. In this group, there are different types such as surveys, photographs, reviews or on-site inspections. The current work presents the use of tools for collecting, validating, analysing and presenting data remotely and in real time. All of them based on the ArcGIS Online platform.

scholarly journals Lockdown Lives: A longitudinal study of inter-relationships amongst feelings of loneliness, social contacts and solidarity during the COVID-19 lockdown in early 2020.

2020 ◽  
Author(s):  
Jolien van Breen ◽  
Maja Kutlaca ◽  
Yasin Koc ◽  
Bertus F. Jeronimus ◽  
Anne Margit Reitsema ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Public Debate ◽  
Public Understanding ◽  
National Data ◽  
Social Contacts ◽  
Face To Face ◽  
The Public ◽  
Time Points ◽  
The Impact ◽  
Cross National

In this work, we study how social contacts and feelings of solidarity shape experiences of loneliness during the COVID-19 lockdown in early 2020. We draw on cross-national data, collected across four time points between mid-March until early May 2020. We situate our work within the public debate on these issues and discuss to what extent the public understanding of the impact of lockdown is borne out in the data. Results show, first, that although online contacts are beneficial in combating feelings of loneliness, people who feel more lonely are less likely to make use of this strategy. Second, online contacts do not function as a substitute to face-to-face contacts - in fact, more frequent online contacts in earlier weeks predicted an increase in face-to-face contacts in later weeks. Finally, solidarity played only a small role in shaping people’s feelings of loneliness during lockdown. In sum, our findings suggest that we must look beyond the current focus on online contact and solidarity, if we want to help people address their feelings of loneliness. We hope that this work will be instrumental not only in understanding the impact of the lockdown in early 2020, but also in preparing for possible future lockdown periods.

Learning landslide hazard in a virtual environment at University level combining real case study, collaborative work and innovative tools

2021 ◽  
Author(s):  
Marta Guinau ◽  
Gloria Furdada
Keyword(s):  
Digital Media ◽  
Collaborative Work ◽  
Relevant Information ◽  
Landslide Hazard ◽  
Mitigation Strategies ◽  
Significant Information ◽  
Digital Platforms ◽  
Face To Face ◽  
Triggering Factors ◽  
Different Types

<p>The pandemic situation we are experiencing has forced us to transform face-to-face teaching into virtual teaching. Digital platforms hinder the interaction, discussion and feedback that naturally occur in a face-to-face class, but at the same time, they provide an opportunity to put the focus on the student’s learning rather than on content delivering. Learning include both, inductive and deductive processes; induction can be effectively acquired by using case studies; then, deduction can be achieved through comparison, analysis, generalisation and synthesis.  Digital platforms appear as an optimal resource to facilitate the individual and collaborative tasks and learning processes. In this work we present our experience on the landslide hazard subject (Master’s level) focussed on the student’s learning through the use of digital media.</p><p>Internet information of undeniable quality that can be easily accessed is basic: The Landslide Blog by Dave Petley (https://blogs.agu.org/landslideblog/) in Blogosphere hosted by AGU (American Geophysical Union) provides valuable and updated information on landslide events occurring worldwide. The learning activities are structured around several cases selected by the lecturer from the blog to ensure the analysis of the most frequent landslide types. All activities are developed in 8 steps: 1) The teacher presents the learning action (objective, tasks, and assessment guide) using a Genially platform interactive image; 2) Each student selects one of the proposed cases and compile relevant information about it; 3) Each student analyses the landslide characteristics, identifies the landslide type  and classifies it according to Hungr et al., 2014 (available through the educational virtual platform), and recognises the control and triggering factors (one virtual session is programmed and a forum tool is provided to the students to discuss and to solve doubts); 4) Each student selects and organizes the significant information about each case by building an interactive image in Genially; 5) Each student presents each case using his/her interactive image in a virtual session, which is recorded and uploaded to the educational platform; 6) Students peer evaluate the content and design of the interactive images and oral presentations based on the provided assessment guide; 7) During a predetermined time, students collaboratively compile all the information in a Google sheet table to synthesize the geomorphological characteristics, materials involved, mobilization mechanisms and control and triggering factors of the different types of landslides; 8) the synthetic table is discussed and  completed during a virtual session.</p><p>All the knowledge and skills acquired by students with these activities are put into practice in a two-day field trip where students have to identify, characterize and classify different types of landslides as well as their control and triggering factors. The risk situation and the mitigation strategies are discussed in each case and compared to the ones studied through virtual learning. Furthermore, students get used and learn how to clearly present information through virtual tools, as Genially, useful for dissemination purposes.</p><p>Hungr et al. 2014. The Varnes classification of landslide types, an update. Landslides 11(2). DOI: 10.1007/s10346-013-0436-y</p>

scholarly journals Cognitive function and type of physical activity: results from the FRéLE longitudinal study

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
C Dupré ◽  
D Hupin ◽  
C Goumou ◽  
F Béland ◽  
F Roche ◽  
...  
Keyword(s):  
Physical Activity ◽  
Longitudinal Study ◽  
Cognitive Decline ◽  
Cognitive Disorders ◽  
Cognitive Status ◽  
Professional Activity ◽  
Domestic Activity ◽  
Different Types ◽  
The Impact

Abstract Background Previous cohorts have been notably criticized for not studying the different type of physical activity and not investigating household activities. The objective of this work was to analyse the relation between physical activity and cognitive decline in older people living in community. Impact of type of physical activity on the results has been realised. Methods The study used data from the longitudinal and observational study , FrèLE (FRagility: Longitudinal Study of Expressions). The collected data included: socio-demographic variables, lifestyle, and health status (frailty, comorbidities, cognitive status, depression). Cognitive decline was assessed by using: MMSE (Mini-Mental State Examination)and MoCA (Montreal Cognitive Assessment). Physical activity was assessed by the PASE (Physical Activity Scale for the Elderly). This tool is structured in three sections: the leisure activity, the domestic activity and the professional activity. Logistic regressions and proportional hazards regression models (Cox) were used to estimate the risk of cognitive disorders. Results At baseline, the prevalence of cognitive disorders was 6.9% according to MMSE. In total, 1326 participants without cognitive disorders were included in the analysis. The mean age was 77.4 years, and 52.1% of the participants were women. After a 2 years long follow-up, we found cognitive disorders on 92 participants (6.9%). Physical activity at baseline is lower in older adults for whom cognitive decline was observed after two years of follow-up. Subclass analyses showed that leisure and domestic activities were associated to cognitive decline, but not professional activities. Conclusions Analysis showed a relationship between cognitive disorders and type of physical activity. The current study will be completed by the MoCA for mild cognitive impairment. These findings compared to other ongoing studies will contribute to the debate on the beneficial effects of physical activity on cognition. Key messages The work allowed us to analyze the link between the different types of physical activity and mild to severe cognitive disorders. The aim is to put in place preventive policies of aging. The work allowed us to see the effect of the different types of physical activity and the impact of the statistical method on the results.

An assessment of willingness to pay to avoid climate change induced flood

2014 ◽  
Vol 5 (4) ◽  
pp. 569-577 ◽  
Author(s):  
Rohini Prasad Devkota ◽  
Tek Narayan Maraseni ◽  
Geoff Cockfield
Keyword(s):  
Climate Change ◽  
Decision Makers ◽  
Farm Income ◽  
Age Group ◽  
Face To Face ◽  
Damage Costs ◽  
Different Types ◽  
Annual Total ◽  
Questionnaire Surveys ◽  
Education Groups

Flood risk analysis provides a rational for the appraisal of policy options for the decision makers. In this paper, by employing referendum method and face to face questionnaire surveys for 210 households in West Rapti River in Nepal, the willingness to pays (WTPs) to avoid four climate change-induced flood scenarios were assessed. Differences on WTPs among age, sex and education groups were analysed, and correlation between WTPs and different types of incomes and flood related damage costs were tested. The WTP was lowest for age group below 35 and it was highest for the age group 35–44. Females suffered more from flood than males and hence their average annual WTP was higher than male's average. Similarly, the average WTP was higher for literate then illiterate people in all flood scenarios. The average annual WTPs were statistically significantly (p < 0.05) positively correlated with annual total income, farm income, livestock income and flood-related damage costs. The level of WTPs estimated in this study would be helpful for formulating flood-related policy and plan, prioritising investment and implementation of the programmes.

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