ABSTRACT
Objective: This study investigated the relationship between parents' emotional states and the anger and aggression levels of their children between the ages of 6-12 who were in social isolation during the coronavirus disease 2019 (COVID-19) pandemic in Turkey.Materials and Methods: The study adopted a cross-sectional and descriptive design. The sample consisted of 261 parents. Data were collected online during lockdowns between May and September 2020 due to the COVID-19 pandemic.Results: More than half of the participants reported that they were unhappy (53.2%), sad (63.2%), and worried about the future due to the COVID-19 pandemic (70.8%). Less than a quarter of the participants were angry (17.6%). Children living in districts had significantly higher verbal aggression scores than those living in city centers (p <0.05). Children with relatives who tested positive for COVID-19 had significantly higher verbal aggression scores than those without (p <0.05).Conclusion: Although, preventive measures in response to the COVID-19 pandemic prevent the spread of the virus and allow parents and children to spend time together, they also adversely affect mental health.
ABSTRACT
Western Carolina University (WCU) is a regional comprehensive university in a rural part of western North Carolina. The School of Engineering and Technology at WCU houses four undergraduate, residential programs - Electrical Engineering (EE), Electrical and Computer Engineering Technology (ECET), Engineering with Mechanical and Electrical Power Concentrations (BSE), and Engineering Technology (ET). Two of the programs are primarily electrical in nature - EE and ECET, while the other two are primarily mechanical - BSE and ET. The EE and BSE programs are accredited by the Engineering Accreditation Commission (EAC) of ABET;the ECET and ET programs are accredited by the Engineering Technology Accreditation Commission (ETAC). The school has built curricula that integrate all four programs into five common courses, designated the project-based learning (PBL) sequence. Thus it is common for a faculty member to teach a PBL course with students from all four programs, integrated into interdisciplinary teams. The balance of theory and application varies amongst the programs: the two engineering programs (EE and BSE) have a stronger emphasis on theory and design, while the two engineering technology programs (ECET and ET) place more weight on application. Given this difference in emphasis, the impact of disruptions such as COVID-19 to engineering and engineering technology programs might be different. In the Spring semester of 2020, academic institutions across the United States significantly adjusted content delivery as a result of COVID-19. Adjustments to course delivery have continued into the Fall semester of 2020 and Spring semester of 2021. These adjustments have affected many people on every campus. This paper presents the impact of changes due to COVID-19 on teaching and learning for students and faculty in the School of Engineering and Technology. Data were collected from students in the form of a survey that explored the impact of COVID-19 in the classroom. Perceptions of learning in three course formats (face-to-face, hybrid, online) and two online delivery methods (asynchronous, synchronous) offered in 2020 were surveyed. Student perception of instructor behavior and student expectations of their instructor during the pandemic were also assessed. This paper evaluates the differences in those impacts for engineering (EAC) and engineering technology (ETAC) programs. © American Society for Engineering Education, 2021
ABSTRACT
Given the ongoing and unprecedented situation that COVID-19 has brought to higher education, and like many other Engineering Schools and Colleges across the U.S., during the Fall term of 2020, the College of Engineering and Technology (CET) at Western Carolina University (WCU) modified their traditional method of instruction, from a face-to-face method to a broadly defined hybrid and online instruction (both synchronous and asynchronous) methods. The engineering students at WCU, a regional comprehensive institution with a high first generation population, have chosen this institution because of the high level of interaction and individualized attention offered in the small-size classes during traditional face-to-face instruction. This change in instructional methodology brought challenges that affected both students and faculty. The modality change, along with combined social and environmental factors caused by the pandemic restrictions, has limited the activities among students such as social interaction, facilities availabilities, etc. An observational questionnaire was conducted to better the understanding of the aforementioned influence. This effect is studied by observing the students' attitude towards learning in the different modalities of instruction during the Fall 2020 term. The survey of 26 questions with some open-ended opportunities was distributed to 775 students in the CET. In this paper, the survey analysis was conducted based on how the students responded to those questions. The results present the difference in the attitude of students among different class standings. Additionally, this paper provides some suggestions to help to motivate the students in the circumstance of the pandemic restrictions. © American Society for Engineering Education, 2021
ABSTRACT
Purpose: This study was conducted to evaluate the Emergency Remote Teaching (ERT) experiences of nursing students in the COVID-19 pandemic, to determine the acceptance levels of the Learning Management System (LMS) and to develop suggestions for future applications. Methods: This descriptive study was carried out with 427 nursing students using the "Demographic Data Collection Form" and "Learning Management System Acceptance Scale (LMSAS)" forms between October and November 2020. Results: The nursing students' 77.2% (n:301) are female. 23.3% (n:91) worried about not learning enough and not being a good nurse. The mean of the total scale score of LMSA is 64.77 +/- 14.74, which shows the students' average perceptions of acceptance. The students stated that they wanted to reduce the duration of the theoretical courses and to perform the applications in simulation laboratories or hospitals/family health centers (FHCs). Conclusions: Students' acceptance perceptions for LMS, which constitute the basic structure of distance education, were found at a moderate level. It is recommended that nursing faculties develop and implement support systems to increase the students' adaptation to the distance education process and to reduce their concerns.
ABSTRACT
Obesity is among the leading global health problems in children under five years of age. Obesity, which is caused by genetic factors, inactive lifestyle, negative eating behaviors, endocrine disorders and malnutrition, has become a health problem with the growing risk given the conditions in the pandemic process. As a result of protective restrictions, such as mandatory shut down schools and lockdowns during the pandemic, children's time spent at home has increased, leading to a decrease in physical activity and changes in diet and sleep patterns. All these factors increase the risk of obesity in children. In addition, this situation has highlighted potential health problems for obese children. Childhood obesity is an important problem that needs to be addressed in the pandemic process, and appropriate approaches need to be developed and awareness of both parents and children need to be raised about this issue. During the pandemic process, some technological methods have been used for disease management in individuals with chronic diseases. One of the technological methods, the "Telehealth Solution", is one of the methods recommended for weight management of voluntarily children with obesity. In this article, obesity risks of children during the pandemic period were presented together with some appropriate solutions.