ABSTRACT
In the age of COVID-19, online physical education (OLPE) has emerged as a major part of the day-to-day professional practice of P-12 physical education teachers and physical education teacher education (PETE) faculty. Yet little is known about what would optimize an OLPE resource from the perspective of physical educators. This study addressed this knowledge gap. A convenience sample of P-12 physical education teachers (n = 9) and PETE faculty (n = 10) was recruited to participate in six focus groups. Data were qualitatively analyzed with both deductive techniques and inductive techniques and themes across both participant groups (physical education teachers and PETE faculty) and by group were identified. Across-group themes included generally negative views of OLPE, concerns of equity and context, thoughts on assessment, and design ideas for virtual resources. Within groups, P-12 physical educators shared concerns about grading and providing meaningful feedback, whereas PETE faculty focused on ensuring that OLPE was designed and delivered considering best practices. This study builds on a nascent line of inquiry that informs the development of an OLPE resource to meets physical educators' professional needs during the pandemic and into an inevitable future where virtual teaching and learning are status quo. [ FROM AUTHOR] Copyright of Physical Educator is the property of Sagamore Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Alaska is relatively isolated from the rest of the United States, due to its distance, size and widespread population. Online course delivery is a valuable alternative to on-campus enrollment for many of the rural students in our state. Introduction to the Flora of Alaska and Systematic Botany are now being offered as fully online courses with a lab component. These courses taught both online, and in the classroom (COVID-19 depending), are versions of the first author's own experiences taking these same classes taught by Don Pinkava at Arizona State University. His legacy as an intrepid botanist and inspiring educator influenced how I (Steffi Ickert-Bond) approached developing my own teaching style. The course design presented reflects some of Don Pinkava's rigorous detailed and challenging course content and innovative labs. The devoted teacher he was, Dr. Pinkava left for us a comprehensive statement outlining his teaching principles he had acquired over many years (Appendix 1). As a student of Don's, I have applied those teaching principles to my own courses. To create a lab experience like Don's classes, I have carefully chosen technology that will allow students from all over the state (and even outside Alaska) to have a hands-on learning experience. Using cutting-edge virtual herbaria they collect data, and perform plant dissections within the flora's native environment. Instead of traditional course materials like textbooks, students use an inexpensive wide-angle macro lens to take high-resolution, detailed photos of flora on the go. The technology not only lets students mimic lab spaces in their own areas but also expands their digital networks through the submission of images to iNaturalist, enabling them to share and collaborate with enthusiasts around the world. Students must get outside, touch with their hands and share what they discover. In combining traditional methods with modern technologies such as virtual, streaming dissections students develop skills and confidence with the microscope and dissection techniques just as much as I did in Don's in person Flora of Arizona class in 1993. Today the Introduction to the Flora of Alaska (BIOL190), and Systematic Botany (BIOL331) are both exciting intersections highlighting a curiosity for wild plants, an exploration of Alaska's plant communities as well as a great introduction to the science of botany. Don's Flora of Arizona took us students to those same crossroads. Together with my colleague Dr. Ute Kaden who teaches STEM methodology at the School of Education, UAF we describe effective course design elements for online delivery of a biology course and the challenges that come with it. Some student feedback after the first semester running will be presented here as well. (English) [ FROM AUTHOR] Alaska está relativamente aislada del resto de los Estados Unidos, debido a su distancia, tamaño y población extendida. La entrega de cursos en línea es una alternativa valiosa a la inscripción en el campus para muchos de los estudiantes rurales de nuestro estado. Introducción a la Flora de Alaska y Botánica Sistemática ahora se ofrecen como cursos completamente en línea con un componente de laboratorio. Estos cursos impartidos tanto en línea como en el aula (dependiendo de COVID-19), son versiones de las propias experiencias del primer autor al tomar estas mismas clases impartidas por Don Pinkava en la Universidad Estatal de Arizona. Su legado como botánico intrépido y educador inspirador influyó en cómo yo (Steffi Ickert-Bond) abordé el desarrollo de mi propio estilo de enseñanza. El diseño del curso presentado refleja algunos de los contenidos rigurosos, detallados y desafiantes del curso y los laboratorios innovadores de Don Pinkava. El devoto maestro que fue, el Dr. Pinkava nos dejó una declaración completa que describe los principios de enseñanza que había adquirido durante muchos años (Apéndice 1). Como estudiante de Don, he aplicado esos principios de enseñanza a mis propios cursos. Para crear una experiencia de laboratorio como las clases de Don, he elegido cuidadosamente la tecnología que permitirá a los estudiantes de todo el estado (e incluso fuera de Alaska) tener una experiencia de aprendizaje práctica. Utilizando herbarios virtuales de última generación, recopilan datos y realizan disecciones de plantas dentro del entorno nativo de la flora. En lugar de los materiales tradicionales del curso, como los libros de texto, los estudiantes usan una lente macro gran angular económica para tomar fotografías detalladas de alta resolución de la flora sobre la marcha. La tecnología no solo permite a los estudiantes imitar espacios de laboratorio en sus propias áreas, sino que también expande sus redes digitales mediante el envío de imágenes a iNaturalist, lo que les permite compartir y colaborar con entusiastas de todo el mundo. Los estudiantes deben salir, tocar con las manos y compartir lo que descubren. Al combinar métodos tradicionales con tecnologías modernas, como disecciones virtuales, los estudiantes desarrollan habilidades y confianza con el microscopio y las técnicas de disección tanto como lo hice en la clase presencial de Flora de Arizona de Don en 1993. Hoy en día, la Introducción a la Flora de Alaska (BIOL190) y Systematic Botany (BIOL331) son interesantes intersecciones que destacan la curiosidad por las plantas silvestres, una exploración de las comunidades de plantas de Alaska y una gran introducción a la ciencia de la botánica. Don's Flora of Arizona nos llevó a los estudiantes a esa misma encrucijada. Junto con mi colega, la Dra. Ute Kaden, quien enseña metodología STEM en la Facultad de Educación de la UAF, describimos elementos de diseño de cursos efectivos para la entrega en línea de un curso de biología y los desafíos que conlleva. Aquí también se presentarán algunos comentarios de los estudiantes después del primer semestre. (Spanish) [ FROM AUTHOR] Copyright of Journal of the Botanical Research Institute of Texas is the property of Journal of the Botanical Research Institute of Texas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Background: Hikikomori, a severe and often prolonged social withdrawal observed primarily in young people, was first described in Japan, but cases have now been reported in many other countries. Methods: A review paper on hikikomori has been prepared following the literature searches in 3 databases. Search terms related to hikikomori included epidemiology, globalization, diagnosis, treatment, comorbidity, and COVID-19. Conclusions: Hikikomori was first reported in Japan and has been described in detail by researchers there, but there are now reports in many countries of hikikomori-like cases. It occurs primarily in young people, often men in their late teens and early twenties who isolate themselves, sometimes confining themselves to their homes for months or even years. It has been proposed that hikikomori has increased in recent years in part because of advances in information technology that result in decreased socialization. Hikikomori was originally considered a non-psychotic phenomenon, but comorbidity with psychiatric disorders is often present and should be considered during diagnosis. Considerable efforts have been made in recent years to establish reliable, widely applicable guidelines for the diagnosis and treatment of hikikomori. There is very little information with regard to neurobiology, although involvement of the immune system, oxidative stress, and the social brain network has been proposed. It is widely agreed that hikikomori must be treated in a multi-dimensional fashion, with family support very important. Lessons learned from these treatment approaches are relevant to the potential increased risk of social withdrawal arising from COVID-19 pandemic lockdowns.
ABSTRACT
Managing ecosystems is considered a "wicked problem" without clear solutions due to the limited understanding of complex ecosystems and social dynamics. In this study, a method based on the Driving forces–Pressures–State–Impacts–Responses (DPSIR) framework was developed to reveal the Ecological Civilization Construction (ECC) together with structural equation modeling (SEM), panel data model (PDM), coupling and coordination degree (CCD) model, and data envelopment analysis (DEA). The SEM reveals that component Responses as exogenous variables can better explain the DPSIR framework nexuses than Driving forces, indicating that environmental protection measures taken by Chinese government played a dominant role in ECC. ECC indexes (ECCI) of 30 Chinese provinces were 18–87% higher in 2019 than 2012, and the PDM demonstrates that temperature, precipitation, and GDP can explain about 87.2% of ECCI variation among 30 provinces. About 12–40% increase in CCD within the DPSIR framework were detected in 30 Chinese provinces in 2019 compared to 2012. The DEA suggests that China's ECC's average comprehensive and technical efficiencies were only 0.62 and 0.77 in 2019, respectively. Meanwhile, these results show that ECC remains to be strengthened and coordinated. Implications on ECC were proposed for some provinces. Overall, this study proposes a Response-driven pathway named RDPSI can explain the achievements and limitation factors in China's ECC. Also, our results emphasize the importance of integrating science and technology, policy formulation, and precise implementation to achieve sustainable development. • A new method for studying the dynamic relationship of the SES is developed. • A sustainable development pathway named RDPSI is proposed. • China has formed a SES of positive feedback cycle, but the system is unstable. • There are increasingly significant spatial correlation issues in 30 Chinese provinces. [ FROM AUTHOR] Copyright of Journal of Cleaner Production is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
The article discusses the legacy leadership lessons of business leaders during the COVID-19 pandemic based on a study. According to participants, the value they place on their workforce and the need to take care of them increased during the pandemic. Also noted is the importance of attitude and staying positive amid challenging circumstances. Leaders attribute the survival story of many enterprises to teamwork and cooperation in a crisis.