Resiliencia, estilos de vida y manejo del tempo en jóvenes universitarios de Colombia, ante la pandemia COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 196-212
Author(s):  
Sandra Posada-Bernal ◽  
Ana Elvira Castaneda-Cantillo ◽  
Marlucio De Souza Martins
Keyword(s):  
University Students ◽  
Personal Growth ◽  
Time Management ◽  
Young Person ◽  
Review Article ◽  
Healthy Life ◽  
Life Project ◽  
The Face ◽  
The University ◽  
The Way

ResumenEste artículo de revisión tiene como objetivo reflexionar sobre la forma en que los estilos de vida y el manejo del tiempo se fortalecen a partir de la resiliencia en los jóvenes universitarios de Colombia, ante la pandemia COVID-19. Los constantes cambios que los jóvenes universitarios se enfrentan determinan la forma en la cual establecen sus prioridades ya sean personales, académicas o sociales. Dentro de estas se encuentra el tener una vida saludable desde una planificación de actividades que permitan manejar el tiempo y consolidar hábitos. Es allí donde la resiliencia le permite al joven, a pesar de las dificultades que el entorno le plantea, sortear los retos propios de la etapa del ciclo vital en la que se encuentra. Se espera con este trabajo que, dentro del contexto universitario, los docentes acompañen al joven en su proceso de crecimiento personal con una perspectiva resiliente, para consolidar un proyecto de vida sobre la base de hábitos de vida saludable.Palabras clave: Resiliencia. Estilos de Vida. Manejo del Tiempo. Resilience, lifestyles, and time management in Colombian university students facing the COVID-19 pandemicAbstractThis review article aims to reflect on the way in which lifestyles and time management are strengthened by the resilience of young university students in Colombia in the face of the COVID-19 pandemic. The constant changes that young university students face determine the way in which they establish their priorities, whether personal, academic or social. Among these priorities is having a healthy life from a planning of activities that allow them to manage time and consolidate habits. It is there where resilience allows the young person, despite the difficulties that the environment poses, to overcome the challenges of the stage of the life cycle in which he/she finds him/herself. It is hoped that, within the university context, teachers will accompany young people in their personal growth process with a resilient perspective, in order to consolidate a life project based on healthy living habits.Keywords: Resilience. Lifestyles. Time Management. Resiliência, estilos de vida e gestão do tempo em jovens universitários na Colômbia, diante da pandemia COVID-19ResumoEste artigo de revisão visa refletir sobre como os estilos de vida e a gestão do tempo são fortalecidos pela resiliência dos jovens universitários na Colômbia diante da pandemia COVID-19. As constantes mudanças que os jovens universitários enfrentam determinam a forma como eles estabelecem suas prioridades, sejam elas pessoais, acadêmicas ou sociais. Entre eles está o de ter uma vida saudável a partir de um planejamento de atividades que lhes permita administrar seu tempo e consolidar hábitos. É lá que a resiliência permite ao jovem, apesar das dificuldades que o ambiente coloca, superar os desafios da etapa do ciclo de vida em que ele se encontra. Espera-se que, dentro do contexto universitário, os professores acompanhem os jovens em seu processo de crescimento pessoal com uma perspectiva resiliente, a fim de consolidar um projeto de vida baseado em hábitos de vida saudáveis.Palavras-chave: Resiliência. Estilos de Vida. Gestão do Tempo.

Are University Students Who Are Taking Philosophy Courses Familiar with the Basic Tools for Argument?

2019 ◽  
Vol 42 (3) ◽  
pp. 197-220
Author(s):  
Simoni Iliadi ◽  
Kostas Theologou ◽  
Spyridon Stelios ◽  
Keyword(s):  
Graduate Students ◽  
University Students ◽  
Prior Experience ◽  
Logical Reasoning ◽  
Argument Evaluation ◽  
Basic Argument ◽  
The University ◽  
Reasoning And Argument ◽  
The Way

Philosophy courses help students develop logical reasoning and argument skills or so it is widely assumed. To test if this is actually the case, we examined university students’ familiarity with the basic tools for argument. Our findings, based on a sample of 651 students enrolled in philosophy courses at six Greek universities, indicate that students who have prior experience with philosophy are more familiar with the basic tools for argument, and that students who have taken philosophy courses at the university have stronger argument-recognition and argument-evaluation skills compared to university students with no prior experience with philosophy. Moreover, our findings suggest that students get more familiar with the basic tools for argument as their level of engagement with philosophy increases, and that they get significantly better at evaluating arguments when they become graduate students in philosophy. However, our findings also suggest that the majority of students in philosophy classrooms haven’t developed fluency in (at least some) basic argument-related concepts and skills. To remedy this, we argue that philosophy instructors need to re-think (a) the place that the teaching of argument has in philosophy courses, and (b) the way that they teach students about argument.

The Lifeworld of the University Student: Habitus and Social Class

2003 ◽  
Vol 34 (2) ◽  
pp. 207-234 ◽  
Author(s):  
Serena Bufton
Keyword(s):  
Social Class ◽  
University Students ◽  
Economically Disadvantaged ◽  
University Student ◽  
Lived Body ◽  
Phenomenological Psychology ◽  
Spatio Temporal ◽  
The University ◽  
The Way

AbstractPhenomenological psychology has typically avoided the "importation" of such concepts as social class from sociology.Within the epoche, such terminology is bracketed on the grounds that it brings with it excess theoretical baggage and threatens the return to experience in itself. Yet, in uncovering the lifeworld of university students who—in what in Britain is still predominantly a preserve of the privileged—come from relatively economically disadvantaged homes, "class" or some cognate concept is found to be necessary to capture the range of modes of alienation and disjunction experienced. Following Casey's discussion of the way in which Bourdieu's notion of habitus relates to Merleau-Ponty's description of the interpenetration of the natural and the cultural in the lived body, social class is shown to bring together students' accounts of their multi-faceted sense that "University is not for the likes of us"—encompassing issues of identity, sociality, and spatio-temporal dislocation.

scholarly journals Tres pilares para el aprendizaje significativo. Experiencia multidisciplinar en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada = Three pillars for significant learning. Multidisciplinary experience in the Escuela Técnica Superior de Ingeniería de Edificación of the University of Granada

2018 ◽  
Vol 2 (3) ◽  
pp. 65
Author(s):  
Jose Antonio Méndez Serrano ◽  
Lucía Comino Mateos ◽  
Francisca García Rodríguez ◽  
Emilio Gómez Cobos
Keyword(s):  
Personal Growth ◽  
Time Management ◽  
Albert Einstein ◽  
Teaching Innovation ◽  
Coaching Process ◽  
Innovation Project ◽  
Toma De Decisiones ◽  
The Individual ◽  
The University ◽  
Building Engineering

ResumenEl aprendizaje es experiencia, todo lo demás es información. (Albert Einstein). En nuestras escuelas, ¿informamos o creamos experiencias? ¿Cómo vieron la luz los grandes inventos y las teorías que hoy usamos en nuestro día a día? ¿Cuáles son las diferencias y similitudes entre los inventores y nuestros alumnos? ¿La docencia que yo realizo en el aula inspira a mis estudiantes a ser unos apasionados de lo que están haciendo, motivados por lo que van a descubrir y la utilidad que va tener para ellos, en su ámbito personal, profesional y, para la sociedad? Este artículo describe la experiencia y los resultados del Proyecto de Innovación Docente desarrollado en la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Granada. Los procesos metodológicos aplicados para mejorar la docencia, los resultados académicos y el crecimiento personal de cada participante. Se ha basado en tres iniciativas clave: a) Docencia coordinada basada en proyectos entre las cinco asignaturas del semestre. Se ajustan cronogramas y se usa un único modelo arquitectónico como objeto práctico para todas las asignaturas, se complementa la evaluación individual de los estudiantes con una defensa oral ante los profesores de las asignaturas. b) Adaptación de las clases, basada en la neuroeducación, para evocar la curiosidad, la atención y la memorización. c) Talleres formativos y proceso individual de coaching. En los primeros se desarrolla el aprendizaje cooperativo entre iguales, (interdependencia positiva), gestión del tiempo, formas de ser en el aula, el arte de emocionar en público, toma de decisiones y gestión de conflictos. En el segundo, proceso de acompañamiento realizado por un coach acreditado, por el cual mediante preguntas reveladoras y dinámicas, al estilo de la mayéutica socrática, el estudiante potencia sus virtudes y habilidades e identifica creencias limitantes, transformándolas para crear resultados diferentes.AbstractLearning is experience, all else is information. (Albert Einstein). In our schools, do we inform or create experiences? How did the great inventions and the theories that we use in our day to day life come to light? What are the differences and similarities between the inventors and our students? Does The teaching that I carry out in the classroom inspires my students to be passionate about what they are doing, motivated by what they will discover and the utility that it will have for them, in their personal and professional environment and, for society? This article describes the experience and results of the Teaching Innovation Project developed at the School of Building Engineering at the University of Granada. The methodological processes applied to improve teaching, academic results and personal growth of each participant. It has been based on three key initiatives: a) Coordinated teaching based on projects among the five subjects of the semester. Schedules are adjusted and a single architectural model is used as a practical object for all subjects, the individual assessment of the students is complemented with an oral defense before the subject teachers. b) Adaptation of classes, based on neuroeducation, to evoke curiosity, attention and memorization. c) Training workshops and individual coaching process. In The first of them, cooperative learning among equals (positive interdependence), time management, ways of being in classroom, the art of thrilling in public, decision making and conflict management are developed. In the second, a process of accompanying conducted by an accredited coach, through revealing and dynamic questions, in the style of Socratic maieutic, the student strengthens their virtues and abilities and identifies limiting beliefs, transforming them to create different results.

scholarly journals University Students’ Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19

2021 ◽  
Vol 16 (4) ◽  
pp. 152
Author(s):  
VloreenNity Mathew ◽  
Ellen Chung
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Time Management ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Descriptive Analysis ◽  
Learning Platforms ◽  
Open And Distance Learning ◽  
The University ◽  
Near Future

Open and Distance Learning (ODL) has been implemented in universities around the world since decades ago. With COVID-19 pandemic, its implementation has been accelerated globally at an unprecedented speed and haste. Thus, the aim of this paper is to investigate the university students’ perspectives on ODL amidst COVID-19. By using the convenient sampling method, a total of 608 diploma and degree students throughout Malaysia have participated and shared their feedback on ODL implementation. The collected data covered their general feedback and what they enjoyed the most about ODL. Moreover, their recommendations on ODL implementation were analyzed by categorising the responses into different themes. The demographic data was summarized using descriptive analysis. A comparison between the diploma and the degree students’ perspectives is also discussed in the paper. The findings show that most students have positive perceptions on ODL implementation, where positive feedback and fun factors are highlighted by the respondents. Some students indicated that ODL should not be continued in the future semester, due to problems such as poor internet connection, budget constraints and time management issues. Recommendations on improvements for better ODL implementations in the near future are also provided. This study contributes to more effective ODL management by presenting the learners’ perspectives   Keywords: Open and Distance Learning (ODL), Online Learning Platforms, Technology, Teaching and Learning, University Students

scholarly journals Face masks as layers of meaning in times of COVID-19

2020 ◽  
pp. 1354067X2095754
Author(s):  
Luca Tateo
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Cultural Psychology ◽  
Meaning Making ◽  
Face Mask ◽  
The Other ◽  
Different Types ◽  
The Face ◽  
The Way

The pandemic of COVID-19 has brought to the front a particular object: the face mask. I have explored the way people make-meaning of an object generally associated with the medical context that, under exceptional circumstances, can become a presence in everyday life. Understanding how people make meaning of their use is important. Using cultural psychology, I analyse preferences toward different types of face masks people would wear in public. The study involved 2 groups, 44 Norwegian university students and 60 international academics. In particular, I have focused on the role of the mask in regulating people affective experience. The mask evokes safety and fear, it mediates in the auto-dialogue between “I” and “Me” through the “Other”, and in the hetero-dialogue between “I” and the “Other” through “Me” The dialogue is characterized by a certain ambivalence, as expected. Meaning-making is indeed the way to deal with the ambivalence of human existence.

Students’ perception of entrepreneurship and enterprise education in Oman

2015 ◽  
Vol 57 (8/9) ◽  
pp. 924-947 ◽  
Author(s):  
Rakesh Belwal ◽  
Hanan Al Balushi ◽  
Shweta Belwal
Keyword(s):  
University Students ◽  
Technical Assistance ◽  
Primary Data ◽  
Content Type ◽  
Proportional Allocation ◽  
Research Outcomes ◽  
Enterprise Education ◽  
The Face ◽  
High Level ◽  
The University

Purpose – Universities and other higher educational institutions play an increasingly important role in providing entrepreneurship education, training, and technical assistance to existing and potential entrepreneurs. The purpose of this paper is to investigate students’ perceptions of entrepreneurship and the role of universities in developing enterprise education in Oman, focusing on the case of Sohar University. Design/methodology/approach – The research used a questionnaire based survey to collect primary data. From the total population of 3,633 students registered across different faculties during the academic year 2012-2013, a sample size of 200 was drawn using convenience sampling and the proportional allocation method. Findings – The research outcomes revealed that the majority of the university students were optimistic and interested in starting their own business, but lacked knowledge about how to start a business. The students’ willingness to run a business and their sociable, go-getter attitude, confidence, and effective connections with established entrepreneurs were observed as enablers. Fear of failure and unwillingness to take risks were the major obstacles facing university students in treading an entrepreneurial path. Practical implications – Overall, the study indicated a need for enterprise education, at programme and course levels, to nurture entrepreneurship among students in Oman. Social implications – Currently, Omani society is affected by a high level of unemployment. The research outcomes will help policy makers in assessing the potential of enterprise education. The promotion of entrepreneurship among women will enable more women to work shoulder to shoulder with their male counterparts in building Oman’s economy. In a region where even today large numbers of women would never remove the face veil in front of male non-family members, these developments are very significant. Originality/value – Very few studies have examined university students’ attitude to entrepreneurship and enterprise education in Oman. This study helps in bridging that gap.

scholarly journals The Children’s Congress: A Benefit to All Levels of Schooling by Strengthening Computational Thinking

2020 ◽  
pp. 241-246
Author(s):  
Sara Hinterplattner ◽  
◽  
Jakob S. Skogø ◽  
Corinna Kröhn ◽  
Barbara Sabitzer
Keyword(s):  
University Students ◽  
Time Management ◽  
Personal Development ◽  
Real Life ◽  
Computational Thinking ◽  
Honors Students ◽  
Project Work ◽  
Johannes Kepler ◽  
Life Problems ◽  
The University

The Children’s Congress is an event, developed to meet a demand for strengthening computational thinking and to increase the interest in STEAM subjects. This congress brings teachers, university students and pupils together to work interdisciplinary on real-life problems. During these proceedings, the pupils slip into the role of researchers and scientists, supported by their teachers, university staff and university students. In every project team, at least one student from the Honors program of the Johannes Kepler University in Linz takes part. This support helps the pupils both in their projects and in their personal development, through mentoring by the talent students of the university. To find out more about these benefits and to improve the congress for the next years the Honors students were asked to give feedback after the congress. In these interviews, the Honors students described the Children’s Congress as a very inspiring and motivating project for all the participants. The results show that the students experienced a lot of appreciation through the work with the pupils, and that they faced many new challenges. They see many benefits for the pupils, starting from the increasing academical knowledge to skills like team- and time management. Furthermore, the benefit of getting used to computational thinking was described. Besides the advantages for the pupils, benefits for teachers were mentioned. Overall, the results show that the Children’s Congress successfully combines computational thinking, real-life problems, interdisciplinarity, project work and mentoring, benefitting all participants involved.

scholarly journals UNIVERSITY STUDENTS’ GROWTH GOALS, OPPORTUNITIES FOR GOAL FULFILLMENT, AND PERCEIVED UNIVERSITY AND MESOSYSTEM SUPPORT

2021 ◽  
Vol 7 ◽  
pp. 86-94
Author(s):  
Zigmunds Freibergs ◽  
Aleksandrs Kolesovs
Keyword(s):  
University Students ◽  
Personal Growth ◽  
Structural Equation ◽  
Perceived Support ◽  
Equation Modeling ◽  
The Social ◽  
Continuous Interaction ◽  
Interpersonal Environment ◽  
The University ◽  
The Relationship

This study assessed the relationship between students’ growth goals and perceived opportunities to achieve these goals in Latvia and the perceived support from the university and the mesosystem. Socialization models emphasize that the setting of personal goals occurs in continuous interaction with the sociocultural context, which includes perceived opportunities to achieve these goals and the interpersonal environment. Both – perceived support from close people (mesosystems) and perceived support from the university – are significant for students. The study involved 432 university students between 18 and 49. We have assessed the extent to which students’ goals regarding education, work, and personal growth are predicted by perceived opportunities to achieve these goals in Latvia and by the perceived support from parents, relatives, friends, classmates, teachers, and the university as an institution. The results of structural equation modeling revealed that personal growth goals are positively predicted by all three elements - the perceived opportunities to achieve these goals and the perceived academic and mesosystem support. The support of the classmates was connected to the support of the mesosystem that indicates the importance of friendly relations among students. Students’ growth goals were the most closely associated with the perceived support in their specific environment – the university. In general, the results confirm the complex interaction of personal growth goals with the social and cultural environment in particular circumstances.

scholarly journals Progenitores del Vídeo. El Arte del Vídeo ante los Fantasmas de su Historia Familiar

2020 ◽  
Vol 8 (3) ◽  
pp. 227
Author(s):  
Arturo Rodríguez
Keyword(s):  
Video Art ◽  
Video Production ◽  
Artistic Creation ◽  
Avant Garde ◽  
Social Sphere ◽  
The Social ◽  
The Face ◽  
The One ◽  
The University ◽  
The Way

From the very beginning, museums and the audiovisual industry of television have nurtured the institutionalization process of video in the art domain.On the one hand, the influx of museums has been paramount when it comes to legitimating avant-garde discourses. However, they always showed misgivings in the face of certain practices supported on technology reproduction or “outlying” its coded space along the lines put forward by the video produced by artists.On the other hand, the domain of artistic creation, inasmuch as it belongs in the social sphere, has not been able to stay away of television’s influx and its powerful information, iconic and linguistic flow, just in the same way as contemporary creation has influenced the phenomenon of television.The paper “Coming to the terms with the frightful parent: video art and television” produced by John Wyver, historian and TV producer, as well as professor at the University of Westminster, provides the basis to study the way in which cultural criticism in the eighties exerted an influence in the development of the links between video art and television. This interaction in the form of some sort of domestic tension paved the way for the institutionalization of video production in the terms acknowledged nowadays.

scholarly journals “Children of a Lesser God” or “Superheroes”? Identity Narratives of Persons with Disabilities as University Students

2018 ◽  
Vol 14 (3) ◽  
pp. 114-125
Author(s):  
Joanna Sztobryn-Giercuszkiewicz
Keyword(s):  
University Students ◽  
Students With Disabilities ◽  
Social Image ◽  
Persons With Disabilities ◽  
Identity Narratives ◽  
The Social ◽  
The University ◽  
Regular Students ◽  
The Way ◽  
University Community

The article discusses questions of identity narratives emerging from the responses collected from Polish university students with disabilities to be analyzed by the author. The social image of persons with disabilities, to a large extent shaped by media, is simplified. Stereotypically, images of persons with disabilities function in the antinomy “victim” – “hero,” always weaved around disability as the organizing category. Also the university community seems to be prone to succumb to stereotypes and perceive students with disabilities more through the perspective of their disabilities than through their “studentship.” Whereas a different image of the students’ identity emerges from their own narrative. The image is built around the “normality” discourse. Students with disabilities see themselves the way they want to be viewed – as regular students.

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