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2021 ◽  
Vol 31 (1) ◽  
pp. 28-36
Author(s):  
Vanessa Korz ◽  
Maira M. Kremer ◽  
Deisi Maria Vargas ◽  
Carlos R. O. Nunes

Introduction: Cow’s milk protein allergy requires changes in family habits to maintain children’s health. Objective: This study evaluated the effects of cow’s milk protein allergy on the health of children, the quality of life of parents and children, and the adopted parental styles. Methods: Control case study. The case group consisted of children with cow’s milk protein allergy, from eight months to five years old, and those guardians, and the Control Group, for healthy children of the same age group, and their parents. The quality of life of the child (TNO-AZL Preschool Children Quality of Life) and the caregiver (SF-36) were evaluated; parental style (Parental Beliefs and Care Practices Scale); and socioeconomic and health data of the child. The Mann-Whitney test was used to compare the groups (p <0.05). Results: 76 dyads from the case group and 44 from the control group participated. Children with cow’s milk protein allergy had a lower quality of life in the health dimension, worse nutritional status, followed up with a larger number of health professionals. Those in charge of the case group offered less body stimulation to the children. Those in the control group had a lower quality of emotional life. Conclusions: Cow’s milk protein allergy had an impact on the health and nutritional status of children, on the corporal stimulation received by the children, and on the quality of emotional life of those guardians.


2021 ◽  
Vol 60 (2) ◽  
pp. 285-309
Author(s):  
Alannah Tomkins

AbstractHistories of the English workhouse and its satellite institutions have concentrated on legal change, institutional administration, and moments of shock or scandal, generally without considering the place of these institutions, established through the Poor Law Amendment Act of 1834, in the emotional life course of poor inmates. This article uses working-class autobiographies to examine the register of emotional responses to workhouses and associated Poor Law institutions, and the range of narrative voices open to authors who recalled institutional residence. It also gives close attention to two lengthy narratives of workhouse district schools and highlights their significance in comparison to the authors’ family backgrounds and the representation of each writer in the wider historical record. It suggests that a new affective chronology of the workhouse is needed to accommodate room for disparity between the aspiration of systematic poor relief and the reality of individual experience within local interpretations of the law.


E-psychologie ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 94-95
Author(s):  
Radek Trnka ◽  

This report summarizes the main outputs of the finished grant project „Emotional creativity and cognitive decline in the elderly“ (GA ČR 18–26094S), conducted at the Prague College of Psychosocial Studies between the years 2018 and 2020. The main goal of this project was to explore the relationship between emotional creativity, defined as a set of cognitive abilities and personality traits related to the originality of emotional experience, and age-related cognitive impairments in older adults. The results of this project showed that age and age-related cognitive decline influence how people creatively think about their own, as well as other peoples’, emotions. This project produced empirical evidence showing that cognitive decline reduces not only creativity in problem solving, but also reduces the creativity that is closely related to the emotional life of older people. More importantly, the published preliminary study on patients in the early stages of Parkinson’s disease also indicates that emotional creativity could become another diagnostic tool for unveiling the early stages of neurodegenerative diseases in the elderly.


Author(s):  
Prashant Mahajan ◽  
Vaishali Patil

The COVID-19 pandemic has forced Indian engineering institutions (EIs) to bring their previous half-shut shades completely down. Fetching new admissions to EI campuses during the pandemic has become a &lsquo;now or never&rsquo; situation for EIs. During crisis situations, institutions have struggled to return to the normal track. The pandemic has drastically changed students&rsquo; behavior and family preferences due to mental stress and the emotional life attached to it. Consequently, it becomes a prerequisite, and emergencies need to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic. The purpose of this study is to critically examine institutional influence and pandemic influence due to COVID-19 that affects students&rsquo; choice about an engineering institution (EI) and consequently to explore relationships between institutional and pandemic influence. The findings of this quantitative research, conducted through a self-reported survey, have revealed that institutional and pandemic influence have governed EI choice under the COVID-19 pandemic. Second, pandemic influence is positively affected by institutional influence. The study demonstrated that EIs will have to reposition themselves to normalize pandemic influence by tuning institutional characteristics that regulate situational influence and new enrollments. It can be yardstick for policy makers to attract new enrollments under pandemic situations.


Author(s):  
Inga Bostad

Gratitude may at first glance seem foreign to philosophy of education. Being grateful is often described and interpreted in psychology, anthropology, sociology, or religious contexts, while philosophers have to a lesser degree regarded gratitude as an interesting topic, and there is no agreed upon definition or status of gratitude in philosophy of education. However, the discipline of pedagogy is more than what happens in school, in education and upbringing; it may be interpreted in a broad sense, as the study of how we live together for the renewal and reproduction of a society, and thus the concept of gratitude throws light on the double relationship between teacher and student, wherein one both gives and receives, and makes us see ourselves as relational and dependent on others. In the philosophy of education, gratitude may work as a critical concept revealing imposed social and political orders, power relations, and repressive mechanisms as well as delineating interdependence and interconnectedness, appreciating the efforts and contributions of others as well as social justice. One can define gratitude as a positive, appropriate, and immediate feeling or attitude toward, or a response to, an advantage or something beneficial. Gratitude thus depends on a subject, a being with some kind of intention, consciousness, or emotional life directed toward something or someone. Being grateful to others may express and accordingly justify social hierarchies as well as a balance between actions and benefits, between behavior and quality of life. There are thus arguments for seeing gratitude as both a critical and an enlightening concept. Some argue that gratitude is first and foremost an imposed burden, and that the debt of gratitude is intimately interwoven with, but also differs from, being grateful, as the first implies that a person experiences indebtedness to someone for having received something that also requires some kind of response or reciprocation. Others view gratitude as a neglected and meaningful enrichment of people’s lives: gratitude may promote feelings of community, responsibility, and belonging. Moreover, it can strengthen our appreciation of other people’s efforts and kindness, and of valuable social and cultural institutions. Someone is grateful because they acknowledge what someone else has invested, and being able to express gratitude, or being hindered from it, is also part of the pedagogic relation. It is first and foremost the relationship that defines gratitude; it is both something other than the object—the undertaking or the experience that makes us grateful—and in relationship with that object. To be grateful expresses a sense of life, a condition that addresses not only what you get, but also the responsibility we have as relational human beings.


2021 ◽  
Author(s):  
Prashant Mahajan

The COVID-19 pandemic has forced Indian engineering institutions (EIs) to bring their previous half-shut shades completely down. Fetching new admissions to EI campuses during the pandemic has become a ‘now or never’ situation for EIs. During crisis situations, institutions have struggled to return to the normal track. The pandemic has drastically changed students’ behavior and family preferences due to mental stress and the emotional life attached to it. Consequently, it becomes a prerequisite, and emergencies need to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic.The purpose of this study is to critically examine institutional influence and pandemic influence due to COVID-19 that affects students’ choice about an engineering institution (EI) and consequently to explore relationships between institutional and pandemic influence. The findings of this quantitative research, conducted through a self-reported survey, have revealed that institutional and pandemic influence have governed EI choice under the COVID-19 pandemic. Second, pandemic influence is positively affected by institutional influence. The study demonstrated that EIs will have to reposition themselves to normalize pandemic influence by tuning institutional characteristics that regulate situational influence and new enrollments. It can be yardstick for policy makers to attract new enrollments under pandemic situations.


2021 ◽  
Author(s):  
Prashant Mahajan ◽  
Vaishali Patil

Abstract The COVID-19 pandemic has forced Indian engineering institutions (EIs) to bring their previous half-shut shades completely down. Fetching new admissions to EI campuses during the pandemic has become a ‘now or never’ situation for EIs. During crisis situations, institutions have struggled to return to the normal track. The pandemic has drastically changed students’ behavior and family preferences due to mental stress and the emotional life attached to it. Consequently, it becomes a prerequisite, and emergencies need to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic situation.The purpose of this study is to critically examine institutional influence and pandemic influence due to COVID-19 that affects students’ choice about an engineering institution (EI) and consequently to explore relationships between institutional and pandemic influence. The findings of this quantitative research, conducted through a self-reported survey, have revealed that institutional and pandemic influence have governed EI choice under the COVID-19 pandemic. Second, pandemic influence is positively affected by institutional influence. The study demonstrated that EIs will have to reposition themselves to normalize pandemic influence by tuning institutional characteristics that regulate situational influence and new enrollments. It can be yardstick for policy makers to attract new enrollments under pandemic situations.


2021 ◽  
Author(s):  
Prashant Mahajan ◽  
Vaishali Patil

Abstract Covid-19 pandemic has enforced Indian engineering institutions (EIs) to bring their previously half-shut shades completely down. Fetching new admissions into EI campus during pandemic it has become ‘now or never’ situation for EIs. During crises situation institutions have struggled to come back on the normal track. The pandemic that has changed students’ behavior and family’s preferences drastically due to mental stress and emotional life attached with it. Consequently, it becomes prerequisite, and emergency need to examine the choice characteristics influencing selection of EI during Covid-19 pandemic situation. The purpose of this study is to critically examine institutional influence and pandemic influence due to Covid-19 that affects students’ choice about an engineering institution (EI) and consequently to explore relationships between institutional and pandemic influence. The findings of this quantitative research, conducted through a self-reported survey have revealed that institutional as well as pandemic influence have governed the EI choice under Covid-19 pandemic. Secondly, pandemic influence is positively affected by institutional influence. The study demonstrated that EIs will have to reposition themselves to normalize pandemic influence by tuning institutional characteristics that regulates situational influence and new enrollments. It can be yardstick for policy makers to attract new enrollments under pandemic situation.


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