scholarly journals Emotional states in times of pandemic; transformations of university education

2021 ◽  
Vol 25 (111) ◽  
pp. 85-95
Author(s):  
Wendy Sandy Gil Mejia ◽  
Paola Jessica Alarcon Saravia ◽  
Roberto Cervantes Rivera ◽  
Jose Manuel Calizaya Lopez
Keyword(s):  
Engineering Education ◽  
Buenos Aires ◽  
Critical Role ◽  
University Education ◽  
Emotional States ◽  
Educational Transformation ◽  
Global Partnerships ◽  
University Studies ◽  
Salud Mental ◽  
Job Challenges

The present houses situations that promote the unavoidable change in education, the economy, and society in general. The COVID-19 pandemic has triggered emotional contrasts, including depression, but also hostility. In this work, various academic materials are analyzed, which show the emotional impacts of the pandemic on society, which impact education and require a transformation of methodologies and processes with an ideal vision for new professional challenges.Emotions play a critical role in future job challenges. The results of this work reveal that the pandemic has broadly affected society, affective bonds have become more complex and university activities are the consequence of a set of reasons that motivate it to change form and substance. Keywords: emotional states, educational transformation, university studies. References [1]F. Suárez and L. Rosales, La ingeniería de las emociones humanas, Quito: AutanaBooks, 2021. [2]M. Tamayo, Z. Miraval and P. Mansilla, «Trastornos de las emociones a consecuencia del covid-19 y el confinamiento en universitarios de las diferentes escuelas de la universidad nacional Hermilio Valdizán. perú,» Rev. Comun Salud., vol. 10, nº 2, p. 343–354., 2020. [3]A. Cervio, «EN cuarentena, en casa. Prácticas y emociones durante el aislamiento social, preventivo y obligatorio por COVID-19 en hogares urbanos de Argentina, » CONICET, Buenos Aires-Argentina, 2020. [4]J. Salvador-Moreno, M. Torrens-Pérez, V. Vega-Falcón and D. Noroña-Salcedo, «Diseño y validación de instrumento para la inserción del salario emocional ante la COVID-19,» Revista de Ciencias de la Administración y Economía, vol. 11, nº 21, pp. 1390-8618, 2021. [5]A. M. Fernández, «Antropología de las emociones y teoría de los sentimientos,» Versión, vol. 26, pp. 1-24, 2011. [6]A. Fernández, «2020: Estudiantes, emociones, salud mental y pandemia,» Revista Andina de Educación, vol. 4, nº 1, pp. 23-29, 2021. [7]UNICEF, «El impacto del COVID-19 en la salud mental de adolescentes y jóvenes,» Septiembre 2020. [Online]. Available: https://www.unicef.org/lac/el-impacto-del-covid-19-en-la-salud-mental-de-adolescentes-y-j%C3%B3venes. [Last access: September 15, 2021]. [8]Statista, «Sentimientos de la población durante el aislamiento impuesto por la pandemia del coronavirus (COVID-19) en Perú en marzo de 2020,» 9 septiembre 2020. [Online]. Available: https://es.statista.com/estadisticas/1110475/peru-sentimientos-cuarentena-covid-19/. [Last access: September 15, 2021]. [9]B. Manrique-Losada, M. C. Gómez-Álvarez and L. González-Palacio, «Estrategia de transformación para la formación en informática: hacia el desarrollo de competencias en educación básica y media para la Industria 4.0 en Medellín – Colombia,» RISTI, vol. 39, nº 10, pp. 1-17, 2020. [10]GEINFOR, «¿Qué es la industria 4.0?,» [Online]. Available: https://geinfor.com/blog/industria-40/. [Last access: September 12, 2021] [11]J. Carvajal, «La Cuarta Revolución Industrial o Industria 4.0 y su Impacto en la Educación Superior en Ingeniería en Latinoamérica y el Caribe,» de 15thLACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnerships for Development and Engineering Education”,, Bocaratón, Estados Unidos, 2017. [12]C. Jose, B. Rildo, A. Vilca, M. Blanca, G. Monzón and F. Ceballos, «Capítulo 2: Enunciado del problema y marco teórico en la investigación cuantitativa,» de Lainvestigación cuantitativa y algunas aplicaciones, Quito, AutanaBooks, 2020, pp. 88-105. [13]F. Suárez, L. Rosales and Á. Lezama, Computación inteligente y estados emocionales, Quito: AutanaBooks, 2020.  

Alcohol Dependence Conceptualized as a Stress Disorder

2019 ◽  
pp. 198-220
Author(s):  
Leandro F. Vendruscolo ◽  
George F. Koob
Keyword(s):  
Prefrontal Cortex ◽  
Alcohol Use ◽  
Alcohol Dependence ◽  
Glucocorticoid Receptors ◽  
Critical Role ◽  
Emotional States ◽  
Brain Circuits ◽  
Negative Emotional State ◽  
Alcohol Alcohol

Alcohol use disorder is a chronically relapsing disorder that involves (1) compulsivity to seek and take alcohol, (2) difficulty in limiting alcohol intake, and (3) emergence of a negative emotional state (e.g., dysphoria, anxiety, irritability) in the absence of alcohol. Alcohol addiction encompasses a three-stage cycle that becomes more intense as alcohol use progresses: binge/intoxication, withdrawal/negative affect, and preoccupation/anticipation. These stages engage neuroadaptations in brain circuits that involve the basal ganglia (reward hypofunction), extended amygdala (stress sensitization), and prefrontal cortex (executive function disorder). This chapter discusses key neuroadaptations in the hypothalamic and extrahypothalamic stress systems and the critical role of glucocorticoid receptors. These neuroadaptations contribute to negative emotional states that powerfully drive compulsive alcohol drinking and seeking. These changes in association with a disruption of prefrontal cortex function that lead to cognitive deficits and poor decision making contribute to the chronic relapsing nature of alcohol dependence.

scholarly journals The View of Student Teachers on the Teacher’s Profession

2021 ◽  
Vol 11 (3) ◽  
pp. 23-34
Author(s):  
Petra Trávníčková
Keyword(s):  
Student Teachers ◽  
Qualitative Methodology ◽  
Practical Experience ◽  
University Education ◽  
Future Research ◽  
First Year ◽  
Professional Careers ◽  
University Studies ◽  
Research Findings ◽  
Future Work

Abstract Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.

scholarly journals La transformación en las políticas de salud mental 2010-2014

2014 ◽  
Author(s):  
◽  
Clara Weber Suardiaz
Keyword(s):  
Buenos Aires ◽  
Derechos Humanos ◽  
Salud Mental

Este trabajo de indagación presenta algunos análisis sobre la transformación de la política de salud mental en la Provincia de Buenos Aires en el periodo 2010-2014. Desde una modalidad descriptiva y exploratoria se establecen algunas coordenadas para leer el campo de la salud mental. A partir de ello, interesa exponer cómo las actuales políticas en salud mental en el sector publico han sufrido modificaciones a partir de la sanción de la Ley Nacional de Salud Mental 26.657) en el año 2010. Así como también presentar las perspectivas vigentes en el escenario de transición entre las lógicas manicomiales y las lógicas de autonomía en el campo de las políticas en salud mental. Los insumos para el presente análisis fueron producidos a través de entrevistas realizadas a profesionales de la salud, funcionarios, crónicas elaboradas de eventos de discusión y documentos oficiales. De esta manera, se arriban a algunos indicios respecto a las configuraciones de la política actual, que en el capitalismo contemporáneo, anclan sus lógicas en la filantropía y el voluntarismo. Fetichizando el discurso de los derechos humanos y apelando a nociones de lo Nuevo, que producen borramientos de la historicidad presente en los procesos sociales.

scholarly journals Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

2021 ◽  
Vol 17 (1) ◽  
pp. 60-71
Author(s):  
Miroslav Dopita ◽  
Jana Poláchová Vašťatková
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Educational Policy ◽  
Higher Education Policy ◽  
Doctoral Degree ◽  
University Education ◽  
Doctoral Studies ◽  
The Czech Republic ◽  
University Studies ◽  
Educational Sciences

Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.

UNWTO Investment Guidelines – Enabling Frameworks for Tourism Investment

2021 ◽  
Keyword(s):  
Sustainable Tourism ◽  
Critical Role ◽  
Economic Recovery ◽  
Global Crisis ◽  
Global Partnerships ◽  
Tourism Sector

The COVID-19 pandemic has made clear that sustainable tourism should no longer be considered a niche part of the tourism sector. Instead, its principles should guide everything the sector does. All stakeholders have now the opportunity to develop global partnerships and initiatives to effectively rethink investment frameworks and to develop solutions related to destinations. UNWTO strongly believes that strategic publicprivate partnerships on investments have a critical role to play in the economic recovery from the effects of the COVID-19 pandemic. For this reason, UNWTO has developed a series of Investment Guidelines to enhance coordination and cooperation and mobilize global investment mechanisms to respond to a global crisis. "Enabling Frameworks for Tourism Investment" provides insights for understanding and enabling the conditions and barriers to mobilize tourism investment and so build a competitive, sustainable and inclusive tourism sector beyond the attraction and promotion approaches.

Quality Assurance through Innovation Policy

2012 ◽  
pp. 40-49
Author(s):  
Marlia Mohd Puteh ◽  
Kamsiah Ismail
Keyword(s):  
Engineering Education ◽  
Value Chain ◽  
Innovation Policy ◽  
Traditional Approach ◽  
Critical Role ◽  
Scientific Development ◽  
Teaching Methodology ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
Intellectual Capacity

A number of countries are focusing on innovation to advance their economies up the value chain. Hence, a large emphasis is given to engineering education as activities that engage scientific development generally originate from the engineering field (Ashford, 2004). A country’s innovation policy also determines educational reform as the education sector is a key player, holding holds the intellectual capacity and trained human resources to execute the transformation. In this regard, the engineering profession and accrediting engineering programs have repeatedly called for reform in the engineering education pedagogical approach. Despite debates over the effectiveness of outcome-based education, the prominent teaching methodology has always been attributed to the traditional approach of “chalk and talk” (Mills & Treagust, 2003). This study investigates the critical role of science, technology and innovation to a country’s economy. It will also examine the extent to which the educational approach, particularly in the engineering education field, is coherent with the national system of innovation, exposing students with real perspectives for future workplace environment.

scholarly journals Access to University Studies: Implementing and Evaluating Multi-point Videoconferencing

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
David A. Keast
Keyword(s):  
Formative Evaluation ◽  
Mode Of Delivery ◽  
University Education ◽  
Geographic Barrier ◽  
University Of Alberta ◽  
Primary Mode ◽  
Aboriginal Students ◽  
University Studies ◽  
The University ◽  
Academic Year

A formidable geographic barrier exists in Canada for institutions wishing to provide opportunities for university education but serving clients and communities in remote regions of a province. In early September l995, the University of Alberta, Fairview College, and Kayas Cultural College embarked on a new partnership in offering a selected number of introductory Faculty of Arts courses in remote regions of northwestern Alberta. The primary mode of delivery was synchronized, multi-point videoconferencing (to as many as six sites), with all courses delivered from the University of Alberta campus. Slightly more than 70 percent of the student cohort for the first academic year were Aboriginal students. This paper provides a contextual background, describes the implementation, and reports the findings from a detailed formative evaluation of this partnership. The focus is primarily administrative in that questions addressed will relate to how such programs can be planned, implemented, managed, and monitored.

Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa

2013 ◽  
Author(s):  
Anabela C. Alves ◽  
Franz-Josef Kahlen ◽  
Shannon Flumerfelt ◽  
Anna Bella Siriban Manalang
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Engineering Education ◽  
Tertiary Education ◽  
Global Market ◽  
Project Based Learning ◽  
University Education ◽  
Engineering Practice ◽  
Solid Core ◽  
Education Systems

Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.

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