scholarly journals What is mental wellbeing?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S236-S236
Author(s):  
David Baldwin ◽  
Julia Sinclair ◽  
Gemma Simons
Keyword(s):  
Health Education ◽  
Thematic Analysis ◽  
Operational Definition ◽  
The Other ◽  
Mental Wellbeing ◽  
Conceptual Clarity ◽  
Definition Of ◽  
The University ◽  
The Relationship ◽  
Support Research

AimsTo explore the theory of wellbeing and to propose an operational definition for wellbeing in doctors.Hypothesis: An operational definition for wellbeing in doctors is needed in order for it to be measured and interventions to improve it developed.BackgroundThere is no internationally recognised definition for wellbeing and yet wellbeing is an increasingly fashionable topic of research and development, including in doctors. This is because wellbeing can be described using either hedonist, or eudonist philosophy and there is a lack of conceptual clarity about what wellbeing is, and how it works. Research into the measurement of mental wellbeing has been dominated by individualist societies, with the inherent bias towards measuring self-centred components and not the other-orientated components that might be valued more in collectivist societies and by doctors.MethodThe Centre for Workforce Wellbeing (C4WW), a collaboration between the University of Southampton and Health Education England, was created to support research into the nature, assessment and enhancement of wellbeing in physicians. A literature review of the philosophy, definition and measurement of wellbeing was undertaken with a focus on mental wellbeing at work and specifically in doctors.ResultA concept map of the relationship between wellbeing terms has been created and was used to understand and classify where mental wellbeing itself was being defined and measured in studies, as opposed to a component of wellbeing, or determinant of wellbeing. Thematic analysis was used to develop an operational definition of wellbeing for doctors.ConclusionMeasurement of wellbeing and interventions for wellbeing cannot be developed if you cannot clearly define what wellbeing is. An operational definition of mental wellbeing in doctors is ethically required to prevent research waste and to allow us to identify and recreate when doctors thrive, not just survive.Health Education England funded PhD.

scholarly journals Topical Issues of Value-Focused Engineering Education

2020 ◽  
Vol 29 (2) ◽  
pp. 115-126
Author(s):  
N. D. Tskhadaya ◽  
D. N. Bezgodov
Keyword(s):  
Engineering Education ◽  
Operational Definition ◽  
The Other ◽  
A Value ◽  
Strategic Approach ◽  
Modern Engineering ◽  
Innovative Economy ◽  
The One ◽  
Definition Of ◽  
The University

The article justifies the effectiveness of value-focused education as a strategic approach in education, integrating on a value basis the advantages of subject, personality and practice-oriented education. The axiological triad of university values: veritism, personalism, patriotism is considered as the corresponding value basis. The key structural contradiction of engineering education – between the requirements of the innovative economy to the content of modern engineering education and the environmental imperative – is identified and analyzed. The authors make the case for justifying the value profile of university organizational culture, and propose to refer to it as “axiologics of the university”. They also examine an essential distinction between “value” and “purpose” phenomena as a basis for an operational definition of “value.” Value ambivalence of the phenomenon of engineering is considered. The authors propose to interpret the Heidegger solution of the “question of technology” with regard to a dual challenge facing engineering education: training of a professional – on the one hand, and development of a personality – on the other hand. The authors consider university as a source and model of innovative economy, explore the phenomenon of the “innovation chain”.

Jainism in Danger? Temple entry and the rhetoric of religion and reform in post-colonial India

2020 ◽  
pp. 1-37
Author(s):  
MANISHA SETHI
Keyword(s):  
Twentieth Century ◽  
The State ◽  
The Other ◽  
Post Colonial ◽  
Colonial India ◽  
The Public ◽  
Public Debates ◽  
Definition Of ◽  
Open The Doors ◽  
The Relationship

Abstract A bitter debate broke out in the Digambar Jain community in the middle of the twentieth century following the passage of the Bombay Harijan Temple Entry Act in 1947, which continued until well after the promulgation of the Untouchability (Offences) Act 1955. These laws included Jains in the definition of ‘Hindu’, and thus threw open the doors of Jain temples to formerly Untouchable castes. In the eyes of its Jain opponents, this was a frontal and terrible assault on the integrity and sanctity of the Jain dharma. Those who called themselves reformists, on the other hand, insisted on the closeness between Jainism and Hinduism. Temple entry laws and the public debates over caste became occasions for the Jains not only to examine their distance—or closeness—to Hinduism, but also the relationship between their community and the state, which came to be imagined as predominantly Hindu. This article, by focusing on the Jains and this forgotten episode, hopes to illuminate the civilizational categories underlying state practices and the fraught relationship between nationalism and minorities.

Military Targeting in the Context of Self-Defence Actions

2015 ◽  
Vol 84 (1) ◽  
pp. 3-28 ◽  
Author(s):  
James A. Green ◽  
Christopher P.M. Waters
Keyword(s):  
Target Selection ◽  
Jus In Bello ◽  
Customary International Law ◽  
Jus Ad Bellum ◽  
Conceptual Clarity ◽  
Starting Point ◽  
Definition Of ◽  
The Relationship ◽  
Self Defence ◽  
Selection Of

For self-defence actions to be lawful, they must be directed at military targets. The absolute prohibition on non-military targeting under the jus in bello is well known, but the jus ad bellum also limits the target selection of states conducting defensive operations. Restrictions on targeting form a key aspect of the customary international law criteria of necessity and proportionality. In most situations, the jus in bello will be the starting point for the definition of a military targeting rule. Yet it has been argued that there may be circumstances when the jus ad bellum and the jus in bello do not temporally or substantively overlap in situations of self-defence. In order to address any possible gaps in civilian protection, and to bring conceptual clarity to one particular dimension of the relationship between the two regimes, this article explores the independent sources of a military targeting rule. The aim is not to displace the jus in bello as the ‘lead’ regime on how targeting decisions must be made, or to undermine the traditional separation between the two ‘war law’ regimes. Rather, conceptual light is shed on a sometimes assumed but generally neglected dimension of the jus ad bellum’s necessity and proportionality criteria that may, in limited circumstances, have significance for our understanding of human protection during war.

scholarly journals Emotionally evaluative attitude of parents in the high conflict families to each other and the child

2016 ◽  
Vol 6 (4) ◽  
pp. 126-141
Author(s):  
S.S. Kulakov
Keyword(s):  
Negative Attitude ◽  
Semantic Differential ◽  
The Other ◽  
Dysfunctional Families ◽  
Psychiatric Examination ◽  
High Conflict ◽  
The One ◽  
Definition Of ◽  
The Relationship ◽  
Conflictual Relationship

The increasing number of dysfunctional families causes an increase in the number of civil litigation on the education of the child, where the relationship between the persons are highly conflictual. The actual task is study the one of components in the structure of the psychological relationship - emotional and semantic constructs underlying semantic perception of each other and the child's parents. Examination of 42 testees (parents) from harmonious families and 54 testees (parents) during the forensic psychological and psychiatric examination (regarding the definition of child`s residence or the order of meetings for the child and the parent who don`t live with it) by methods "Geometric test of relations" and "Semantic Differential" showed that in families where is highly conflictual relationship, there is positive assessments of herself and her child, while assessment of the spouse (wife) characterized inversion. This negative attitude toward the spouse (wife) is not the other parent's negative characteristics. It is the ignoring the other parent's positive characteristics. The positive acceptance of all family members was revealed in harmonious families.

Relationship between Magical Ideation and Noctcaelador

2005 ◽  
Vol 101 (2) ◽  
pp. 373-374
Author(s):  
William E. Kelly ◽  
Don Daughtry
Keyword(s):  
University Students ◽  
Perceptual Experience ◽  
Operational Definition ◽  
Common Variance ◽  
Magical Ideation ◽  
Strong Interest ◽  
The Common ◽  
Night Sky ◽  
Definition Of ◽  
The Relationship

This study explored the relationship between magical ideation and “noctcaelador” (strong interest in, and psychological attachment to, the night sky). 210 university students completed Eckblad and Chapman's 1983 Magical Ideation Scale and Kelly's 2004 Noctcaelador Inventory. Scores on the two scales were significantly positively related and accounted for 14% of the common variance. Based on this operational definition of magical ideation, a strong interest in the night-sky might be associated with uncommon beliefs and reports of unusual perceptual experience. Researchers must clarify and define these concepts to study possible relations.

scholarly journals Well-Being and Romantic Relationships: A Systematic Review in Adolescence and Emerging Adulthood

2019 ◽  
Vol 16 (13) ◽  
pp. 2415 ◽  
Author(s):  
Mercedes Gómez-López ◽  
Carmen Viejo ◽  
Rosario Ortega-Ruiz
Keyword(s):  
Systematic Review ◽  
Romantic Relationships ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Meta Analysis ◽  
Well Being ◽  
The Other ◽  
The One ◽  
Definition Of ◽  
The Relationship

Adolescence and emerging adulthood are both stages in which romantic relationships play a key role in development and can be a source of both well-being and negative outcomes. However, the limited number of studies prior to adulthood, along with the multiplicity of variables involved in the romantic context and the considerable ambiguity surrounding the construct of well-being, make it difficult to reach conclusions about the relationship between the two phenomena. This systematic review synthesizes the results produced into this topic over the last three decades. A total of 112 studies were included, following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines. On the one hand, these works revealed the terminological heterogeneity in research on well-being and the way the absence of symptoms of illness are commonly used to measure it, while on the other hand, they also showed that romantic relationships can be an important source of well-being for both adolescents and emerging adults. The findings underline the importance of providing a better definition of well-being, as well as to attribute greater value to the significance of romantic relationships. Devoting greater empirical, educational, and community efforts to romantic development in the stages leading up to adulthood are considered necessary actions in promoting the well-being of young people.

They Drive Me Crazy: Difficult Social Ties and Subjective Well-Being

2020 ◽  
Vol 61 (4) ◽  
pp. 418-436
Author(s):  
Shira Offer
Keyword(s):  
Adult Children ◽  
Process Model ◽  
Well Being ◽  
The Other ◽  
Subjective Well Being ◽  
Stress Process Model ◽  
Egocentric Network ◽  
The University ◽  
The Relationship

Using egocentric network data from the University of California Social Networks Study (1,136 respondents; 11,536 alters), this study examines how difficult ties—an unexplored form of social negativity—are associated with well-being. Findings show that well-being is affected by the quality of the relationship rather than its presence in the network. Having a nondifficult partner is associated with lower loneliness compared to having no partner, but having no partner and having a difficult partner are related to similar levels of loneliness. Likewise, having difficult adult children and having no adult children are associated with reporting greater psychological distress than having nondifficult adult children. Consistent with the stress process model, the negative association of a difficult partner with well-being is buffered when that partner is otherwise supportive and when the other ties in the network are supportive. However, that association is amplified when the other ties are also difficult.

scholarly journals Von Mises' definition of random sequences reconsidered

1987 ◽  
Vol 52 (3) ◽  
pp. 725-755 ◽  
Author(s):  
Michiel van Lambalgen
Keyword(s):  
Statistical Tests ◽  
Random Sequence ◽  
The Other ◽  
Selection Procedures ◽  
Random Sequences ◽  
Definition Of ◽  
Von Mises ◽  
The Relationship

AbstractWe review briefly the attempts to define random sequences (§0). These attempts suggest two theorems: one concerning the number of subsequence selection procedures that transform a random sequence into a random sequence (§§1–3 and 5); the other concerning the relationship between definitions of randomness based on subsequence selection and those based on statistical tests (§4).

Does peer tutoring in kindergarten exist? Thinking around the tutoring concept.

2019 ◽  
Vol X (4 (29)) ◽  
pp. 63-84
Author(s):  
Aneta Babiuk-Massalska
Keyword(s):  
Nervous System ◽  
Preschool Child ◽  
Social Experiences ◽  
The Other ◽  
Older Children ◽  
Student Relationship ◽  
Definition Of ◽  
The Relationship

The article reviews the definitions of the tutoring concept in preschoolers relationships. Can we qualify the relationships of preschool children in learning situations as tutoring? Or maybe a different name would be more suitable for them? Preschoolers are used to learning in a different way than adults and older children. They prefer learning mimicking or playing. They obtain knowldge occasionally an unintentionally. In turn, definitions of tutoring quite precisely contain formulated fortifications that a little child is not able to meet yet. Immaturity of the nervous system limit the level and length of attention span of little child and relatively small, compared to school children and adults number of social experiences can seriously hamper the classification of situations in which children learn from each other as tutoring. While the generally understood master-student relationship, associated with tutoring, is quite often noticeable during childhood collaboration and play in which one child can do more than the other, the more detailed assumptions of tutoring are not as accessible to the observer. For example, it is difficult to talk about the regularity or planned nature of children's relationships. The definition of tutoring also sets specific expectations regarding the teacher's skills, among which are: high interpersonal competences, commitment to the relationship with the mentee, professionalism and responsibility. From a preschool child who would play the role of a teacher, it is difficult to demand fluent speech, not to mention professionalism and regularity. A preschool child, who just start to learn numbers, is often unable to orient himself in time, which makes it difficult or even impossible to plan and systematize his activities. Little child needs adult help in this area.

Excellence Is by No Means Enough

2019 ◽  
Vol 25 (1-3) ◽  
pp. 259-270
Author(s):  
Stanley N. Katz
Keyword(s):  
Natural Resources ◽  
The Other ◽  
Internal Governance ◽  
Special Obligation ◽  
Definition Of ◽  
The University ◽  
Do So ◽  
The Way

This essay asks the question “What would it mean to be a just university?” and answers to that the question may be understood in two ways. One way to understand “just” is procedural, having to do with internal governance and ensuring that a university’s policies are themselves just. The other is substantive, having to do with the university’s purpose or reason for existing. The second assumes the university is to serve some function necessary for the general good. This good is often defined in material terms: fostering a stronger economy, medical breakthroughs, more efficient use of natural resources, and so on. But such a view of the university defines its value entirely by factors external to itself. Proponents of one definition of the university’s purpose typically acknowledge some validity in the other, and universities commonly strive to fulfill the claims of both definitions. But universities also have an obligation to teach the young and to do so within the context of a common set of values that both determines the setting in which teaching takes place and encourages students to develop values that will shape their own lives. Katz argues in particular that intellectuals have a special obligation to work cooperatively to eliminate intellectual obstacles that stand in the way of commensuration, communication, and comprehension globally. It is this responsibility that he calls “intellectual philanthropy.”

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