LA AUTOEFICACIA Y EL INVOLUCRAMIENTO PARENTALES ESCOLARES DURANTE EL CONFINAMIENTO POR LA COVID-19

El objetivo general de esta investigación fue conocer la relación entre el involucramiento parental escolar en casa (IPE-C) y la autoeficacia parental escolar (AP-E) durante el confinamiento por la COVID-19. Participaron 349 madres de alumnas(os) de escuelas primarias, públicas y privadas, que respondieron las escalas construidas para este estudio. Los resultados mostraron una relación positiva moderada entre IPE-C y AP-E y la mayoría de las participantes obtuvo puntajes altos en ambos aspectos;asimismo, madres con mayor escolaridad (licenciatura/posgrado) puntuaron más alto tanto en el involucramiento como en la autoeficacia parentales;aquellas con expectativas altas de rendimiento escolar de sus hijas(os), presentaron mayor AP-E comparadas con el grupo con expectativas bajas a regulares, y madres con hijas(os) de 9 a 12 años presentaron menor IPE-C comparadas con el grupo de 6 a 8 años.Alternate :The general objective of this research was to discover the relationship between parents' involvement in home schooling and their self-efficacy during the COVID-19 lockdown. The participants-349 mothers of students in public and private elementary schools- responded to scales constructed for the study. The results show a moderate positive relation between involvement in home schooling and self-efficacy and most of the respondents obtained high scores in both aspects. In addition, mothers with higher educational levels (undergraduate/graduate studies) scored higher in both involvement and self-efficacy. Those with higher expectations for their child's/children's academic achievement had higher self-efficacy compared with the groups of mothers with low to average expectations. Mothers of children aged nine to twelve had lower involvement in home schooling compared with the mothers of children aged six to eight.

Living and learning through lockdown: a fictionalisation of the challenges and opportunities of homeschooling during a global pandemic

This article reports on research which investigated the lived experiences of primary school headteachers, teachers and parents during the first lockdown in England between March and July 2020. The study aimed to understand how homeschooling was approached and the challenges and opportunities it afforded. Individual semi-structured interviews were undertaken with participants and the findings are presented in the article in three episodes using fictionalised scenarios. The episodes created are the initial approach to homeschooling, coping with uncertainty and realignment. The themes emerging from each episode are pragmatic decision-making, change and the impact upon welfare and well-being, and shifting priorities. The article illustrates the struggles of homeschooling in lockdown and some surprising outcomes, and also points to future possibilities for education.

2020 Keywords Symposium

2020 (Introduction) Jennifer C. Nash and Samantha Pinto 125 Abolish Marisol LeBrón 128 Asynchronous Monica L. Miller 134 COVID Silver Linings Ann Cvetkovich 139 Essential Worker Julie Livingston 144 Food-in-Place (Shelter-in-Place) Psyche Williams-Forson 148 Mask Ruha Benjamin 151 Mutual Aid Christina Hanhardt 152 PPE Harris Solomon, Neelima Navuluri, Charles W. Hargett, Peter S. Kussin 158 Risk Factor Noémi Tousignant 163 Social Distancing Joshua Chambers-Letson 169 Stay at Home Tiana Reid 175 Supply Chain Management Miriam Posner 178 Synchronous Racquel Gates 181 Wave/Forest Fire Sari Altschuler 187 Zoom Gayle Wald 192 Zoonosis (Virus) Banu Subramaniam 196 2020 Jennifer C. Nash and Samantha Pinto Academic projects are often born from desire. Essential workers—disproportionately Black and Brown—were ordered to continue working, while others began "panic baking" and "panic shopping" (the disappearance of flour, yeast, and toilet paper from grocery stores marked the first quarter of the year).1 While some buried their dead in anguish and isolation,2 others purchased real estate, thanks to record-low interest rates and new demands for more space as houses were transformed into offices and schools.3 In some ways, this is a quintessentially American story—the variety of ways that crisis is experienced and inhabited, with the starkest and most deathly outcomes reserved for those most precarious as the capitalist machine keeps rolling along. Bleeding into 2021, crisis and critique have merged into a lexicon that is repeated, rehearsed, rehashed, remade.5 These terms have become part of a collective vocabulary, a shared index for describing the relentless conditions of the present, even as that present is experienced and endured differently. Media has obsessively reported that this is a crisis that mostly women are bearing, but universities have done far too little to recognize these facts on the ground for caretakers, including the return to in-campus teaching when vaccines are not available for children under twelve.6 We name this as two senior scholars, keenly aware of how "home-schooling" disproportionately affects junior women scholars and primary caretaker colleagues navigating the dual demands of tenure and caregiving. [...]the same is true of race, as institutions have begun diversity trainings, hired diversity coordinators, promised diversity cluster hires, and launched university-wide reckonings with race and "DEI."

Implication of Covid-19 "Lock Down" on Family Functioning among Families with Young Children and Adolescents in Southwest States of Nigeria

Background: Family is the smallest and basic unit of any society. The health of the family will have a great impact on any nation. There are several physical, social and psychological factors that can affect the health of a family. COVID-19 lock down has brought about several changes in the global village which can have either positive or negative impacts on the health of family which in turn will have effects on the health of a nation. Methodology: Research study utilized a descriptive cross sectional design. Snowball sampling was used to select 200 respondents for the study. Willingness and ability to comprehend English were major Inclusion criteria. A web-based questionnaire was used to collect data from the respondents using email WhatsApp or telegram. Data were analyzed using descriptive and Statistical inferences. Level of significance was set at 0.05. Results: The level of interaction between couples increased during COVID-19 lock down. There was a significant difference between mean scores of couples interaction with both children and adolescents before and during the lockdown (p= 0.022 and p<0.001 respectively). Although family functioning improved significantly during lockdown, however roles and enmeshed dimensions were significantly reduced during the lockdown (p=0.026 and p=0.046 respectively) Conclusion: The result has shown that COVID-19 lock down had positive on family;it strengthens and improved family relationship. This information can serves as evidence for nurses, physician and educationist working with family in developing more strategies that can help promote family bonding and functioning especially during crisis.

Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland

The aim of the research project is to present parents' perceptions and experiences related to home education during the coronavirus pandemic, and the ways of coping with difficult situations, taking into account sociodemographic factors. At the end of March and beginning of April this year, a survey was conducted on a group of 278 parents living in Poland - in a large city, small town and in the countryside - and affected by this problem. The findings indicate that a significant group of respondents described the existing situation as difficult, and the responsibilities related to home schooling as being beyond their capabilities. Parents are generally not confident about their competence and solutions they adopt;they express anxiety about the future of their children. Significant differences were observed in the ways of perceiving difficult situations and of coping with them with respect to gender and place of residence. The undertaken research is important because the voices of parents shed light on the problems of Polish education in a crisis situation, and at the same time indicate the direction of necessary changes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

‘We just have to sail this sea all together until we find a shore': parents' accounts of home-educating primary-school children in England during COVID-19

Parents' everyday realities of enforced home-schooling during COVID-19 may offer important insights into strengths and weakness of education systems. This article presents findings from a qualitative study involving parents of primary-school-age children in England during the first ‘lockdown'. Parents shared common concerns with routine, motivation, resources, support, and children's wellbeing, and responded creatively to the challenges they faced. We argue that focusing narrowly on ‘learning loss' and getting ‘back on track' may lead to impoverished educational experiences post-COVID-19, and that a broad, engaging curriculum with social and emotional wellbeing at its core will support children's thriving in an uncertain future.

Coproduction and satisfaction with online schooling during the COVID-19 pandemic: evidence from European countries

This paper investigates the effect of parents' coproduction in online schooling on satisfaction with educational services during the COVID-19 pandemic. Using European cross country microdata from the 2020 Eurofound survey, we reveal that parents' involvement in home schooling is strongly correlated with their satisfaction with educational services. Our results contribute to the on-going debate regarding the importance of citizens' involvement in service delivery during the pandemic, and, in particular, on the related effects in terms of subjective satisfaction.

A conceptual framework for the corporate sustainability higher education in Latin America

Purpose>Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought "quality education” and "industry, innovation, and infrastructure” as two of the 17 Sustainable Development Goals. The educational processes in higher education can be focused on adding brand value and social value, and they can be promoting the social inclusion. In this sense, the purpose of this study is to answer some questions related to the corporate sustainability practices under the 2030 Agenda lenses in the Latin American higher educational scenario. After the literature review analysis, a conceptual framework was developed.Design/methodology/approach>This exploratory research study proposes an educational conceptual framework, improving the corporate sustainability under the 2030 Agenda lenses. A literature review was developed, involving the seven variables: "Latin America,” "higher education,” corporate social responsibility,” "personal social responsibility,” "corporate sustainability,” "governance” and "sustainability.” A matrix was developed with 25 variable combinations, connecting the seven variables. Three questions have been proposed and answered: "How much research has been developed in the Latin American higher education?” "How can the corporate social sustainability be applied in higher education?” and "Which perspectives can be considered?”Findings>The results of the literature review are presented through the number of papers found with the analysis of the year of publication and the conceptual background. A total of 524 papers were found. Of these studies, 49 addressed the Latin American panorama, 33 had a general approach and 16 promoted interactions between Latin American and European countries, as well as between regions and continents. Six topics emerged from the literature analysis: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics are connected in the "discussion” section, and the educational conceptual framework shows the corporative perspectives on sustainability in higher education.Originality/value>This research study presents "A conceptual framework for the corporate sustainability higher education in Latin America” and it brings some discussion topics: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics were identified through the literature analysis, and they were applied in the conceptual framework to improve the quality of education. The implications of this study are connected with the conceptual framework to promote the discussion topics. The implications involved the public and private governance spheres, third sector, as well as the professors, students and other stakeholders of higher educational institutions. These implications can represent an agent of positive change in the Latin American scenario.

Homeschooling in Österreich in problematischen Kontexten

ZusammenfassungSeit der Corona-Krise nehmen die Skepsis gegenüber dem staatlichen Schulwesen und die Abmeldungen zum häuslichen Unterricht in Österreich stark zu – die Zahlen haben sich zuletzt verdreifacht. Innerhalb des Homeschooling-Milieus gibt es sehr unterschiedliche Formen der konkreten Ausgestaltung des Unterrichts zuhause. Es besteht zudem eine große Bandbreite an Ideologien unter den „Homeschoolern", die nicht alle gleichermaßen als problematisch einzustufen sind. Es gibt jedoch Gruppierungen und Strömungen innerhalb der Bewegung, die klar dem rechtsesoterischen Spektrum zuzuordnen sind und deren Kritik am Bildungs- und Gesundheitssystem massive staats- und wissenschaftsfeindliche sowie verschwörungsideologische Züge aufweist. Auch in religiös-fundamentalistischen Gruppen, wie z. B. in Freikirchen und sektenähnlichen Gemeinschaften, kann die Inanspruchnahme des Rechts auf Heimunterricht problematisch sein, etwa wenn Kinder von der Außenwelt abgeschottet streng religiös und autoritär erzogen und indoktriniert werden. Der Artikel widmet sich zunächst dem rechtlichen Rahmen und aktuellen Entwicklungen beim häuslichen Unterricht in Österreich, um dann anhand eines Fallbeispiels zu verdeutlichen, wie dieses Recht von ideologisch problematischen Gruppierungen missbraucht wird. Die Autor:innen plädieren dafür, die Kontrollrechte der Behörden auszubauen, um dem Kindeswohlvorrangigkeitsprinzip Geltung zu verschaffen.Alternate :Since the Corona crisis, skepticism towards the Austrian public school system has risen and the unschooling movement has gained popularity. Recently, the numbers of children in homeschooling settings has tripled. Within the homeschooling milieu, a wide range of teaching designs and ideologies can be identified that are not equally problematic. However, groups and various tendencies can be found within this movement that are clearly affiliated with right-wing esotericism: Their criticism of the education and health system contains massive anti-state, anti-science and conspiracy theorist features. In religious fundamentalist groups, such as free churches and sectarian communities, home schooling can also be problematic when children are educated and indoctrinated in a strictly religious and authoritarian manner, isolated from the outside world. The article first looks at the legal framework and current developments in home schooling in Austria, followed by a case study to illustrate how this right is misused by ideologically problematic groups. The authors argue that the authorities' rights of control should be expanded in order to enforce the principle of priority of the best interests of the child.

A shortage of women in the care sector

Women are on the front line as carers in our society with 75% of the health and social care services being provided by women globally.1 They are often lower paid, experience harsher working conditions and suffer from health issues due to their work. They also represent the largest most diverse demographic that is negatively affected when disasters strike, including the COVID-19 pandemic.

Education, Law and Diversity: Schooling for One and All? by Neville Harris,. Oxford: Hart Publishing, 2020, 616 pp (£90, hardback) ISBN: 978-1-50-990670-3

Permeating all major international and regional human rights treaties, the right to education has been described as ‘one of the most important of children's moral and legal rights;without it they may be unable to develop their personality, talents, and mental and physical abilities to their fullest potential’.1 However, the legal enforcement of the right to education is a much more multifaceted exercise in practice, reflecting not only the overlap between the right itself and the provision of resources necessary for its implementation, but also the inseparable connection between the child's right to education and the rights of parents to select the form and manner of that education.2 Against this backdrop, Harris's Education, Law and Diversity: Schooling for One and All? is an important contribution to our collective understanding of the domestic enforcement of the right to education for two principal reasons. From a national standpoint, Covid-19 led to the closure of schools and globally the pandemic impacted 1.6 billion learners or 94% of the world's student population.4 One of the most impacted groups of learners was children with special educational needs and disabilities (SEND), who from a domestic perspective experienced a pronounced, disproportionate and retrogressive impact on their right to education.5 Harris's discussion on equality, inclusion and the rights of children with SEND assumes increased import in view of the overwhelmingly negative affect which Covid-19 has had on these children. Harris notes that the proportion of primary school pupils in England whose first language is reported to be other than English was 21.2% in 2019, with the equivalent figure for secondary school pupils recorded as 16.9%.7 In alluding to religious diversity Harris notes that religiously affiliated schools now account for around one third of schools in England, which ‘enables parents to have the choice of a denominational education for their child or a secular one’.8 The theme of diversity and inclusion is carried through to the discussion of those children who are educated outside of the formal state education system, with Harris noting that this cohort of children comprise a ‘significant minority of children’,9 equating to around 6.5% of the entire school population. Noting gradual change (with the exception of children and young people with special educational needs), Harris argues that the current two-page guidance accompanying the general duty on ‘pupil voice’ as set out in s 176 of the Education Act 2002 (which emphasises the relevance of Article 12 CRC and strongly encourages schools to pay due regard to the Convention), is ‘an exhortation which surely falls short of what is required to ensure that the pupil's voice is properly engaged with in school practice’.16 One of the most significant contributions which this book makes is to the ongoing debates surrounding the rights of children and young people with SEND.

Adapting a Human Physiology Teaching Laboratory to the At-Home Education Setting.

Teaching labs at the undergraduate level poses unique challenges to a school system forced online by COVID-19. We adapted physiology laboratories typically taught in-person to an online-only format, allowing students to measure personal health data alone. Students used available technology and low-cost devices for measuring respiratory and cardiovascular parameters and analyzed the data for differences in testing conditions such as posture and exertion. Students did not physically interact, which encouraged self-directed learning but disallowed peer-to-peer education. Pre-recorded data was utilized for ECG measurements, which streamlined the process but precluded the interactive act of experimentation. The use of low-cost devices empowered and encouraged students to take ownership of their health and form important connections between their own lives and theoretical physiology. Facilitating communication and TA preparedness is key to smoothly running the virtual lab. It will be important for future virtual labs to be designed to facilitate student interaction, include hands-on experimentation, and encourage personal investigation.

The impact of COVID-19 on the gender division of housework and childcare: Evidence from two waves of the pandemic in Italy

The COVID-19 pandemic has had a dramatic impact on families’ lives because of the increased demands of housework and childcare. Much of the additional burden has been shouldered by women. Yet, the rise in remote working also has the potential to increase paternal involvement in family life and thus to reduce gender role inequalities. This effect depends on the working arrangements of each partner, whether working remotely, at their usual workplace, or ceasing work altogether. Using two waves of an ad-hoc survey conducted in April and November 2020, we show that the time spent by women in domestic activities did not depend on their partners’ working arrangements. Conversely, men spent fewer hours helping with housework and home schooling when their partners were at home. Although men who worked remotely or did not work at all devoted more time to household activities during the second wave of COVID-19, the increased time they spent at home did not seem to lead to a reallocation of couples’ time.

NEW HABITS IN CHILDREN'S EDUCATION IN THE CONTEXT OF THE PANDEMIC CAUSED BY CORONAVIRUS

This article reports the experience of a mother in the education of two children, aged 2 and 4 years. The work is developed in a line of qualitative research focusing on the daily lives of children, during the pandemic of the new coronavirus. Among the health measures adopted, intensive social isolation directly impacted social interaction, which is so necessary at this stage of child development. The work is based on Brazil (1988), Orsi (2003), MEC (2018), Souza (2020), Andrade (2017), among other authors. The results showed how these children adapted to the new reality, with the help of pedagogical instruments, and how their parents also dealt with the situation, with, within limited conditions, a balance point for the family (parents and children) to have better quality of coexistence in this period, and, as a result, favored children's learning within this pandemic context.

Primary and Secondary Education During Covid-19. Disruptions to Educational Opportunity During a Pandemic

A los atávicos relatos que asociaban la muerte de la inteligencia, la creatividad y la propia humanidad al entorno escolar se le habían venido sumando la crítica desenfrenada al profesorado y una suerte de perspectiva de fin de ciclo cuya redención podía intuirse en las nuevas tecnologías, el prestigio digital y las epopeyas del nuevo paraíso virtual que estaba por llegar. Sin embargo, la pandemia global derivada de la COVID y declarada el 11 de marzo de 2020 por la Organización Mundial de la Salud, además de suponer una tragedia en términos humanos, sociales, económicos y educativos en todos los rincones del mundo, ha abierto una ventana para el estudio de los verdaderos efectos de la escolaridad presencial y, especialmente, de su ausencia. La mayor parte de estos textos presentan contenidos similares, con una exposición somera sobre el estado de la educación y la sociedad, las particularidades de la gobernanza, los primeros pasos tras la declaración de la pandemia, un análisis de las medidas más importantes y, cuando existen, las evidencias disponibles al respecto de las consecuencias. La mayor parte de los capítulos dedica tiempo a identificar las diferencias de partida en clave interna y la influencia de la segregación escolar o las distintas redes de enseñanza. Pero, de la misma forma, destacan el hecho de que la digitalización implica tener en cuenta que la mayor parte de los debates contemporáneos sobre la relación de la infancia con las nuevas tecnologías parten de lo que denominan «los dos mitos»: la consideración de los menores como «nativos digitales» y la emergencia de una preocupación por los riesgos de la utilización de las redes.

WOMEN'S OVERLOAD DURING THE PANDEMIC: UNPAID CARE WORK, FINANCIAL WELL-BEING, AND STRESS

Ovaj rad istražuje vezu izmeðu neplaćenog rada, financijskog blagostanja i razine stresa meðu ženama tijekom pandemije COVID-19. Pandemija je izazvala pad u gospodarstvima zemalja diljem svijeta te dovela do neizvjesnosti i promjena, koje su stvorile uvjete za povećanu razinu stresa i narušenu dobrobit. Osim socijalnog distanciranja i izolacije, kao mjera za suočavanje s virusom, rad i školovanje kod kuće, skrb za bolesne i starije članove obitelji te financijski problemi predstavljali su dodatni teret i pokazali se kao dodatni osobni i obiteljski izvori stresa. Rezultati ovog istraživanja temelje se na online anketi, provedenoj meðu ženama, tijekom druge karantene u Hrvatskoj. Dodatni neplaćeni rad i niža razina financijskog blagostanja utječu na povećani stres, koji žene osjećaju tijekom pandemije. To je posebno izraženo kod žena koje se više bave plaćenim radom. Tijekom pandemije, dodatni neplaćeni rad, povećana uključenost u plaćeni posao i ugroženo financijsko blagostanje su bili izvori stresa za žene. Naši rezultati jasno ukazuju na važnost slobodnog vremena žena za dobrobit sebe i obitelji.Alternate :This study examines the relationship between unpaid care work, financial well-being, and stress levels among women during the COVID-19 pandemic. The pandemic caused downturns in the economies of countries worldwide and led to uncertainties and changes that created conditions for increased stress levels and consequently impaired well-being. In addition to social distancing and lockdown measures to cope with the virus, working from home, home schooling, caring for sick and older family members, and financial problems have added burdens and have proven to be additional personal and family stressors. The findings are based on an online survey conducted among women during the second lockdown in Croatia. Additional unpaid care work and lower financial well-being affect the increased stress felt by women during the pandemic. This is especially pronounced among women who are more involved in paid work. During the pandemic, additional unpaid care work, increased involvement in paid work, and jeopardized financial well-being were stressors for women. Our results indicate the importance of women s free time for their own and their families 'well-being.

Associations between Parenting Stress and Children's Academic Engagement When Schools Were Closed during the COVID-19 Pandemic: Risk and Protective Factors

The present study investigated associations between parenting stress and children's academic engagement when schools were closed in spring/ early summer 2020. We investigated four dimensions of children's academic engagement, i.e., behavioral, cognitive, emotional, and agentic. Participants of this online survey study were 78 families (75 mothers and 54 fathers), recruited in the United States from advertisements on Facebook in May 2020. Children were, on average, 11.05 years old (SD=3.73). Out of the total sample, 46 parents also consented for their child to participate in the study. Contrary to our expectations, we did not find evidence for direct associations between parenting stress and children's academic engagement. However, our findings suggest that the associations between parenting stress and children's academic engagement is moderated by children's interest in at-home learning activities and the length of homeschooling. Recommendations for future research on the effects of the pandemic on children's learning are discussed. © 2022 Antje von Suchodoletz et al., published by De Gruyter.

"My Mom Recommended It to Me": Understanding Homeschoolers' Information Practices

A traditional motivation was to educate based on values, beliefs, and pedagogies that were different from what traditional American public schools offered.3 However, there are other, more diversified reasons to homeschool, including ensuring a learning environment protected from violence, drugs, and negative peer pressure;meeting the unique educational or disability needs of each child;offering flexibility and freedom;providing racial protection and racially focused education;reducing distractions;and supporting focused learning.4 Despite the overall small population of homeschoolers in the United States, the population of homeschoolers has grown rapidly due to school closures since the start of the COVID-19 global pandemic in While research on homeschoolers in Library and Information Science (LIS) is scant, these very few studies showed that homeschoolers were traditionally strong supporters and users of their local public library, although usage was to varying degrees.6 In a recent study, Sarah Pannone indicated homeschoolers' need and desire for more programs and curriculum-related resources.7 One of these much-needed programs for homeschoolers is information literacy programs in public libraries, as researchers have shown young people today have inadequate skills to evaluate information on the Web and think critically about their information environment.8 Information literacy is essential in learning in all kinds of educational settings and workplaces, as it involves high-order critical thinking skills and meta-competency, which, according to Annemaree Lloyd, is knowing the strategies of interacting with information effectively in specific contexts.9 Information literacy skills also help people identify fake news.10 The need for in-depth information literacy education is increasingly more urgent in today's information environment. "13 While this way of defining information literacy can be instrumental for educators and practitioners,14 researchers in LIS have challenged this skills-based model of information literacy.15 Prior research showed that when information literacy instructions were focused on these decontextualized skills-such as finding information from a set of specific information sources and using sources in a preferred order-students were not prepared to handle the complex information environment in out-of-school settings and everyday life.16 Students might experience challenges, such as synthesizing information, evaluating sources, understanding the relevance of information, and coping with information overload.17 To overcome the limitation of this traditional skills-based information literacy model, Lloyd argued for a broad view-to approach information literacy as "a way of knowing" that was socially and culturally practiced within a specific community.18 For instance, Lloyd found that ambulance officers who were in training demonstrated their information literacy through their increasingly dynamic use of information sources as they became more experienced, drawing upon not only textual information (e.g., textbooks), but also information distributed in their social networks (e.g., collective professional values) and embodied information (e.g., body senses).19 Using this sociocultural approach to information literacy, Jessica Elmore and Peter Stordy interviewed five parents and children (ages 8 through 17) in the United Kingdom to understand these homeschooled young people's information literacy experiences.20 Their findings showed that for homeschoolers to be information literate, it was a natural and social process embedded in practical tasks, rather than a prescribed learning experience. "21 A literature review on information seeking reveals a lack of consensus among researchers in using the terms of information behavior and information practices in LIS.22 According to Reijo Savolainen, information behavior studies took a cognitive perspective, focusing on how an individual's information needs triggered his/her information seeking and use, and thus focused on active information seeking.23 On the other hand, research on information practices viewed information seeking and use as actions embedded in one's social practices, which were bounded by one's experiences, knowledge, values, interests, tasks, and other sociocultural factors.24 Pamela McKenzie took a constructionist approach to study context-specific information practices among pregnant women.25 Her findings showed information practices involved not only active seeking and active scanning, but also being introduced through other people and by non-directed monitoring (e.g., being informed serendipitously by overhearing from the TV). [...]information seeking included the "seeking of orienting information that can serve the need of monitoring everyday events" and the "seeking of problem-specific information that may be used for solving individual problems or performing specific tasks."

Women's overload during the pandemic

Ovaj rad istražuje vezu izmeðu neplaćenog rada, financijskog blagostanja i razine stresa meðu ženama tijekom pandemije COVID-19. Pandemija je izazvala pad u gospodarstvima zemalja diljem svijeta te dovela do neizvjesnosti i promjena, koje su stvorile uvjete za povećanu razinu stresa i narušenu dobrobit. Osim socijalnog distanciranja i izolacije, kao mjera za suočavanje s virusom, rad i školovanje kod kuće, skrb za bolesne i starije članove obitelji te financijski problemi predstavljali su dodatni teret i pokazali se kao dodatni osobni i obiteljski izvori stresa. Rezultati ovog istraživanja temelje se na online anketi, provedenoj meðu ženama, tijekom druge karantene u Hrvatskoj. Dodatni neplaćeni rad i niža razina financijskog blagostanja utječu na povećani stres, koji žene osjećaju tijekom pandemije. To je posebno izraženo kod žena koje se više bave plaćenim radom. Tijekom pandemije, dodatni neplaćeni rad, povećana uključenost u plaćeni posao i ugroženo financijsko blagostanje su bili izvori stresa za žene. Naši rezultati jasno ukazuju na važnost slobodnog vremena žena za dobrobit sebe i obitelji.Alternate :This study examines the relationship between unpaid care work, financial well-being, and stress levels among women during the COVID-19 pandemic. The pandemic caused downturns in the economies of countries worldwide and led to uncertainties and changes that created conditions for increased stress levels and consequently impaired well-being. In addition to social distancing and lockdown measures to cope with the virus, working from home, home schooling, caring for sick and older family members, and financial problems have added burdens and have proven to be additional personal and family stressors. The findings are based on an online survey conducted among women during the second lockdown in Croatia. Additional unpaid care work and lower financial well-being affect the increased stress felt by women during the pandemic. This is especially pronounced among women who are more involved in paid work. During the pandemic, additional unpaid care work, increased involvement in paid work, and jeopardized financial well-being were stressors for women. Our results indicate the importance of women s free time for their own and their families 'well-being.

COVID-19 and Remote Learning: The Home and the School: Journal of the Canadian Philosophy of Education Society. Revue de la Société canadienne de philosophie de l'éducation

One area that is almost certain to be of some concern in the coming wave of COVID-related publications is the question of home versus school as "learning environments" – as specifiable sets of conditions for facilitating and shaping the ongoing learning process. "Learning," in turn, is conventionally understood as a neurological and cognitive process that occurs all the time, with institutional learning environments cultivating more formal and regulated learning, but hardly erasing its original, "natural" characteristics. Home and school, however, are much more than just different cognitive environments;they represent heterogeneous, even mutually exclusive social and cultural systems, spheres, or worlds. Each is characterized by its own roles, relations, habits, and experiences. Given that this article appears in a philosophical forum, it takes as its focus an original philosophical treatment of the question of the domestic and scholastic spheres: Hegel's previously untranslated remarks from an 1811 graduation address to a school in Nuremberg. Besides introducing a "new" Hegel text to English-language readers, the overview that follows also sheds light on a particular way of contrasting school and family life.