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Tijdschr Psychiatr ; 64(9):558-565, 2022.
Article in Dutch | PubMed | ID: covidwho-2102763


BACKGROUND: Psychiatric disorders are associated with a more severe course of COVID-19. COVID-19 can also lead to psychiatric symptoms. AIM: To gain insight into vulnerabilities and protective factors for the course of COVID-19 in a Dutch (neuro)psychiatric population. METHOD: Patients were divided into three groups: patients with pre-existent mental disorders without and with new (neuro)psychiatric symptoms (NPS) during COVID-19 and patients without pre-existent mental disorders who developed de novo NPS during COVID-19. We summarize the characteristics of each group and compare the subgroups with inferential statistics. RESULTS: 186 patients were included in the case register. Patients with NPS showed a more severe course of COVID-19. Mortality in patients with NPS was higher in patients with pre-existent mental disorders compared to patients without pre-existent mental disorders. The most frequently reported de novo psychiatric symptoms during COVID-19 were delirium (46-70%), anxiety (53-54%) and insomnia (18-42%). CONCLUSION: NPS might be an expression of a more severe COVID-19 episode. In patients who developed NPS during COVID-19 we found evidence for a higher mortality risk in patients with pre-existent mental disorders. Extra vigilance for neuropsychiatric symptoms during COVID-19 is warranted.

Technical and Vocational Education and Training ; 34:291-307, 2022.
Article in English | Scopus | ID: covidwho-1844312


The Technical and Vocational Education and Training (TVET) college sector in South Africa is seen as central to skills development and the revival of the economy. However, the sector remains one of the weakest in the post-school system. This chapter provides a synopsis of the evolution of the post-apartheid college sector context in South Africa, the nature of the new programme offerings for pre- and in-service training as well as increasing moves towards professionalisation of the sector. This discussion is presented against the backdrop of the broader policy context in the country, specifically considering the different needs of current TVET lecturers, who range from unqualified;academically qualified, but without workplace pedagogy;trained for the schooling sector;to the ideal—those who are both academically and professionally qualified. While this rather lopsided continuum is not unique to South Africa, the way it is being addressed is important to articulate and reflect on. The changes in the management and governance of the colleges prior to the establishment of the Department of Higher Education and Training (DHET) and the impact these changes had on lecturers’ job security and conditions of employment are key factors that we will explore in our contribution. The college sector lost lecturing staff during this time, further reducing its capacity to meet the training needs of the country. While seemingly intractable problems such as slow uptake of newly introduced qualifications for TVET lecturers and compliance oriented continuing professional development (CPD) programmes can be overcome, the impact of COVID-19 on this sector should not be underestimated. Of course, this uncertain future also offers an opportunity to make changes that may previously have been politically unpalatable. In this chapter, we try to imagine what a more explicitly conceptualised workplace pedagogy would comprise to produce a pipeline of well-trained and professionally orientated TVET lecturers. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Journal of Humanistic Mathematics ; 12(1):172-179, 2022.
Article in English | Web of Science | ID: covidwho-1716840


We bring to the forefront of educational thought a specific attitude toward the COVID-19 crisis that harnesses the symbolism of wind and water to navigate the cultural storm interfering upon our mathematical and pedagogical craft. The purpose of our paper is to open up space for opportunities in mathematics education using integral mindfulness as the rudder to readjust our bearings. More specifically, through conceptual analyses and making explicit the currents of change, disorder, and technology, we can apply discernment to these metaphors that intersect our pedagogy to re-align efforts and attitudes toward an integrated (aperspectival) culture of mathematics education. Through shared responsibility during these tumultuous times, we can once again strive toward the pursuit of excellence in mathematics education.