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1.
OUTLAW BIKERS AND ANCIENT WARBANDS: Hyper-Masculinity and Cultural Continuity ; CHAP: 115-130,
Article in English | Web of Science | ID: covidwho-2101689

ABSTRACT

This conclusion summerises the chapters of the book. Through a comparative approach Outlaw Bikers and Ancient Warbands: Hyper-masculinity and Cultural Continuity demonstrates a cultural continuity that is part of human society, identified since prehistory. Warband values and outlaw biker tenets of hyper-masculinity has been defined and measured. Issues of hyper-masculinity and domestic violence have been assessed while also conceptualising the creation of the sacred masculine culture that underpins the values of the outlaw biker. Neoliberalism and socioeconomic inequality have been critiqued to explain why groups such as outlaw bikers exist. This book concludes that outlaw bikers are just one group within modern society that prioritise hyper-masculinity in the formation, socialisation and enforcement of hegemonic masculinity. Outlaw biker clubs are here to stay, and as the socioeconomic gap grows, there needs to be serious consideration as to what role they will play in their communities and in the post-COVID-19 environment.

2.
Prospects (Paris) ; : 1-15, 2021 Nov 10.
Article in English | MEDLINE | ID: covidwho-2085483

ABSTRACT

This article describes the socio-psychological effects of school closure on school-going urban girls in Dhaka, Bangladesh, during the Covid-19 pandemic. It illustrates the life of urban students in Bangladesh during the school-closing time and relates it to their previous normal life. It asserts that the strengths of traditional schools have important relevance to socialization, which was significantly disturbed during the pandemic due to home confinement. Based on both qualitative and quantitative data, the following components led to an understanding of the schools' role in the socialization of urban female students in Bangladesh: emotional attachments, interpersonal interactions, and physical activity. During confinement, the absence of these components put the students' socialization process at risk, resulting in socio-psychological changes in activities and behavioral patterns. Finally, the article recommends not considering online classes as the "new normal"; working toward vaccination and obtaining suitable health equipment for the reopening of traditional schools will do more to ensure the socio-psychological health of future generations.

3.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 83(12-B):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2073967

ABSTRACT

Despite long-held, traditional gender role expectations in our society, fathers are seeing their roles as more than breadwinners and are contributing to caregiving duties at increasing rates. As a result, fathers are actively balancing participation in their home and work environments. As scholars produce literature on working fathers, it is essential to consider how specific occupations affect the work-life balance efforts of these parents. Scholars who study the experiences of faculty parents have often studied the perspectives of mothers. Fathers have received less scholarly attention. Factors related to gender norms, racial socialization, and climate may influence the experiences of fathers who were faculty members. Additionally, the COVID-19 global pandemic may present issues that affect the lived experiences of African American fathers who were faculty members, related to their workload and increased Racial Battle Fatigue (RBF). This research could make contributions not only to the literature on work-life balance for faculty parents but also to the literature on working fathers in particular.Therefore, the purpose of this phenomenological study was to explore the lived experiences of African American fathers who were faculty members. I used social role theory as a theoretical guide. Using 20 semi-structured interviews via Zoom, I sought to provide insights into these men's lives. This information could be useful to those who support African American fathers who were faculty members, including coparents, institutional and departmental administrators, policymakers, faculty colleagues as well as faculty members themselves.The results were grouped into four findings. The first finding, Environmental Contexts and the Roles of Father and Faculty Member, focused on the contexts that both the COVID-19 pandemic and the sociopolitical climate created for this group of fathers. The second finding, Interpreting the Narratives of Black Men and Absent Black Fathers showed that the participants were aware of stereotypes and narratives of African American men as absent Black fathers. An emergent third finding related to Social Support and Work-Life Balance, was that most study participants were members of Black Greek Letter Organizations (BGLOs) and found instrumental, informational, and emotional social support from these relationships. Finally, through the fourth finding of this study, Microaggressions and Implicit Bias at Work, I revealed that experiences with microaggressions in the work environment, related to the participants being perceived as intimidating or characterized as the Angry Black Man, was a source of Mundane Extreme Environmental Stress (M.E.E.S.) for some participants. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

4.
FWU Journal of Social Sciences ; 16(3):120-131, 2022.
Article in English | ProQuest Central | ID: covidwho-2067726

ABSTRACT

India is one of the countries with the highest number of kids under the age of 18 years. This paper adds value in understanding the usage in the current covid scenario. The research objectives for the current study are to examine how young kids in India use their time on internet for varied purposes, to study how young kids find the websites that are of interest to them and to examine how young kids obtain information about sensitive issues. A cross-sectional web survey was conducted to examine the various aspects of the use of the Internet and traditional media (television/radio/magazines/newspapers/billboards) among kids in India. Data was collected through a structured questionnaire. The sampling method used in the study was purposive sample (522 kids). Internet emerged as the first choice of media for kids for all the nine selected activities that include homework, shopping, restaurant/food-ordering, travel and tour, information search, health related information, weather forecast, entertainment, and news/current events. Girl respondents as compared to boys have consumed Internet at a higher rate for learning about the fashion (trends) and health related issues such as seeking preventative health care and specific information about medical issues.

5.
Iconos ; 26(3):15-32, 2022.
Article in Spanish | ProQuest Central | ID: covidwho-2067397

ABSTRACT

Este artículo versa sobre las formas de subjetivación de la desigualdad social en estudiantes del último año de la secundaria, en la Ciudad Autónoma de Buenos Aires, Argentina. Se plantea una línea teórica útil para analizar la desigualdad educativa y pensar su configuración en el contexto de la pandemia provocada por la covid-19. Con este trabajo se exploran las lógicas desde las cuales las y los jóvenes proyectan sus trayectorias educativas o laborales postescolares. En este sentido, se recuperan las discusiones sobre cómo caracterizar la educación secundaria y los procesos de socialización entre sectores similares. La propuesta principal del artículo consiste en retomar la siguiente pregunta: ¿cómo se sedimentó la desigualdad social en las experiencias estudiantiles? A partir de tal interrogante se profundiza en el análisis de los tipos de recorridos y las expectativas que las y los estudiantes del nivel secundario construyen en su experiencia educativa para entender el procesamiento subjetivo de la desigualdad. Al concluir, se muestra la expresión actual de las tensiones y complejidades a la par de la expansión en la cobertura de la escuela secundaria y las nuevas líneas de diferenciación que se conforman. Así se evidencia la importancia de prestar atención a la interrelación entre aquello que las instituciones creen ofrecer desde su propuesta escolar y las expectativas del alumnado acerca del futuro.Alternate :This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the context of the pandemic caused by COVID-19. This study explores the logics through which young people project their post-school educational or labor trajectories. In this sense, debates are revised regarding how to characterize secondary education and socialization processes among similar sectors. The main objective of the article is to take up the following question: how did social inequality become sedimented in student experiences? Based on this question, an in-depth analysis is made of the types of paths and expectations that secondary school students develop during their educational experience in order to understand the subjective processing of inequality. In conclusion, we characterize the current expressions of tensions and complexities due to the expansion of secondary schooling and the emerging lines of differentiation that are taking shape. Thus, the importance becomes evident of paying attention to the interrelation between what institutions believe they offer in their educational projects and the students' expectations about the future.

6.
NeuroQuantology ; 20(10):7263-7275, 2022.
Article in English | EMBASE | ID: covidwho-2067314

ABSTRACT

Stunting is a health problem that is a priority to create quality Indonesian human resources. The key to successful stunting prevention is nutritional monitoring and weight measurement of babies and toddlers from the beginning of birth, which is carried out by community cadres in Posyandu. During the COVID-19 pandemic, these activities cannot be carried out, the impact of this pandemic on Indonesia can cause generations to lose in the future. Community empowerment is the key to the success of stunting prevention programs during the Covid-19 pandemic. This research is a descriptive study, with a location in the village which is the Locus of stunting, namely LubukDalamVillage, LubukDalam District. The data collection time is carried out inMarch-July 2021. Data collection was carried out with in-depth interviews and literature studies. It was concluded that there are 5 factors that influence the success of the community empowerment program, namely (1) planning and socialization (2) mentoring and providing motivation to the target group, (3) training on the use of yard products to support the diversification of food consumption, (4) monitoring and evaluating the implementation of the program and its impact, (5) the importance of promotion and marketing aspects. If community empowerment is optimal in these programs, stunting prevention in this new normal era will get optimal results.

7.
Gesundheitswesen, Supplement ; 84(8-9):820, 2022.
Article in English | EMBASE | ID: covidwho-2062341

ABSTRACT

Einleitung The EU project SonarGlobal was conducted in five countries, including Germany, to reveal contributing factors to vulnerability and resilience in the context of the COVID-19 pandemic. The data obtained in Munich indicated that the characteristics of the city and its suburban districts are crucial determinants of vulnerability. This study questions the aspects of environment, housing, tolerance, and inclusion of the Munich metropolitan area to explore the mechanisms that increase vulnerabilities or resilience during the pandemic. Methoden In this qualitative study, in-depth interviews were performed with 82 people living in Munich and its suburban districts and who were faced with at least one mechanism that has the potential to create a biological or social disadvantage, such as age, gender, disability, health problems, occupation, or immigration status. We also interviewed 19 experts and community representatives on specific vulnerability and resilience mechanisms. Living conditions were questioned according to the physical and social environment, housing, stigma, discrimination, and support for inclusion. After the first round of coding, subcodes were created and the second round of coding was done as. This was followed by developing categories covering challenges and resilience factors. Ergebnisse 29 participants were from rural districts surrounding Munich while 53 were living inside urban districts. They originated from 22 different countries. Nine challenges (1. Common places for socialization and inclusion being closed;2. Interruption of organized support for inclusion;3. Isolation in over-centralized institutions and shelters;4. Limited access to IT technology;5. Limited solidarity between neighbours;6. Worsened housing conditions;7. Housing insecurity;8. Increased racism;9. Discrimination and stigma regarding adherence to COVID-19 rules) and four resilience factors (1. Being close to green places;2. Having outdoor spaces at home;3. Solidarity initiatives and strong relationships in neighbourhoods;4. Alternative means for organized support) were determined. For international students, refugees, seasonal workers and other immigrants, the challenges were more intense, while they reported the only significant resilience factor as being close to nature. The alternative support ways developed by the organizations could not be strong in the face of challenges. Stigma towards the disabled, immigrants and Muslims has increased, against which a significant resilience factor did not develop. In rural districts, challenges played a minor role while resilience factors were more effective. Schlussfolgerung The COVID-19 pandemic has deepened the inequalities in people living in the metropolitan area of Munich and with a greater extent in people living in the urban district in terms of environment and housing, reduced the tolerance towards and inclusion of the most disadvantaged segments of society, and aggravated discrimination.

8.
Revista de Ciencias Sociales ; 28:199, 2022.
Article in English | ProQuest Central | ID: covidwho-2058389

ABSTRACT

Para disminuir contagios por la pandemia de COVID-19, las instituciones educativas peruanas migraron a entornos digitales, evidenciándose que, aun cuando las generaciones actuales son diestras en el uso de tecnología para la socialización, no todos la emplean correctamente en procesos de aprendizaje. El objetivo de este artículo es determinar la relación entre competencias digitales y rendimiento académico en estudiantes de una institución de educación técnica-productiva peruana. Para ello, se contextualizó el cuestionario de Gutiérrez-Castillo et al. (2017), validado por expertos locales, y aplicado de forma virtual a través de la plataforma digital a una muestra representada por 52 estudiantes de la especialidad de "Operación de computadoras" del Centro de educación técnico-productiva "Tarma" por tener la mayor cantidad de estudiantes en el momento de la investigación. Se obtuvo como resultado que el 46% y 44% de los estudiantes presentaron un nivel bueno o superior de competencias digitales y rendimiento académico respectivamente;además, que existe relación estadísticamente significativa positiva entre competencias digitales y rendimiento académico (0.572). Se concluye que las competencias digitales son un factor relacionado con el rendimiento académico en los estudiantes de la especialidad analizada, por lo que, si un estudiante tiene mayores competencias digitales, presentará un mejor rendimiento académico.Alternate :In order to reduce contagion by the COVID-19 pandemic, Peruvian educational institutions migrated to digital environments, showing that, even though current generations are skilled in the use of technology for socialization, not all of them use it correctly in their learning. The objective of this article is to determine the relationship between digital competencies and academic performance in students of a Peruvian technical-productive education institution. For this purpose, the questionnaire of Gutiérrez-Castillo et al. (2017), validated by local experts, was contextualized and applied virtually through the digital platform to a sample represented by 52 students of the specialty of "Computer Operation" of the Technical-productive education center "Tarma" for having the largest number of students at the time of the research. It was obtained as a result that 46% and 44% of the students presented a good or superior level of digital skills and academic performance respectively;in addition, there is a statistically significant positive relationship between digital competences and academic performance (0.572). It is concluded that digital skills are a factor related to academic performance in students of the specialty analyzed, so if a student has greater digital skills, they will present better academic performance.

9.
European Physical Education Review ; 28(4):923-941, 2022.
Article in English | Academic Search Complete | ID: covidwho-2053536

ABSTRACT

Research on sport pedagogy doctoral students' (DSs') occupational socialization should improve understanding of their beliefs and espoused practices regarding physical education teacher education (PETE), how these beliefs and espoused practices were shaped, and facilitate improvements in graduate education. The purpose of this study, therefore, was to describe the influence of occupational socialization on the PETE programs sport pedagogy DSs intended to deliver once they began life as faculty members in universities and colleges. The specific research questions we sought to answer were as follows: (a) How did DSs intend to conduct PETE? and (b) How had DSs' views and beliefs regarding PETE been shaped by their occupational socialization? Participants were eight DSs located at four American universities. Data were collected with four interpretive techniques (formal and informal interviews, documents and artifacts, and a written outline of an ideal PETE program) and analyzed using analytic induction and constant comparison. DSs had conservative, liberal, and eclectic beliefs regarding PETE. They favored using elements from the behaviorist, traditional/craft, and critical-inquiry orientations to teacher education. The forces that shaped the DSs' views and beliefs were mostly similar to those described in previous research, although there were some new and nuanced findings. The study indicates the need for DSs to explore their own views regarding physical education and PETE and the forces that shaped their perspectives. [ FROM AUTHOR] Copyright of European Physical Education Review is the property of Sage Publications Inc. 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.)

10.
Studies in Graduate and Postdoctoral Education ; 12(1):1-6, 2021.
Article in English | ProQuest Central | ID: covidwho-2051916

ABSTRACT

For PGRs, the uncertainty caused by the pandemic and the impact on their ability to successfully complete their research within their funding period have been particularly significant, given that even prior to the pandemic, funding pressures were found to be a factor that could contribute to poor mental health and well-being among PGRs (Mattocks and Briscoe-Palmer, 2016;Metcalfe et al., 2018). Research by Levecque (2017) indicated that half of PhD students in a Belgian study experienced psychological distress and one in three were at risk of common psychiatric disorders, and a number of subsequent studies have confirmed the susceptibility of doctoral students to mental health and well-being issues (Hazell et al., 2020). A report commissioned by the Higher Education Funding Council of England concluded that the specific challenges faced by PGRs required a bespoke policy response and that higher education institutions needed to invest more resources in student support services and associated activities to meet expected PGR demand (Metcalfe et al., 2018). Drawing on data from a longitudinal study of PhD students enrolled at a large research-intensive US university, this paper finds that students’ mental health and disciplinary identity do follow similar trajectories, generally declining during the first years of doctoral study.

11.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 83(11-B):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2046180

ABSTRACT

Young adult cisgender women at a university were the focus of this research in order to gain further understanding of how cisgender women experience gender role socialization and develop gender role attitudes. This study used a hermeneutic phenomenological approach to answer the following research questions: (1) What is the experience of young adult cisgender women related to their childhood gender role socialization? (2) What is the experience of young adult cisgender women related to gender role attitudes? A total of seven participants completed video interviews with the researcher. Interviews were then transcribed, coded, and examined for meaning units and themes in order to answer the above questions. Two themes about the experience of gender socialization emerged: mother's influence and "pretty privilege" while four themes emerged from the experience of gender role attitudes: mother's influence, not wanting to be a stay-at-home mother, acceptance of women who choose not to have children, and experiences with gender bias. Analysis of the participants' descriptions of their lived experience revealed these themes, but future research should focus on the moderating experiences that contributed to the participants holding more egalitarian gender role attitudes in young adulthood despite being raised with primarily traditional gender role socialization. This gap precluded determining the structure of the experience of gender role socialization and gender role attitudes in this study. The potential impact of having conducted this research during the COVID-19 pandemic and clinical implications of the findings are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

12.
Journal of Veterinary Behavior ; 2022.
Article in English | ScienceDirect | ID: covidwho-2041992

ABSTRACT

In the United Kingdom, companion animal veterinary practices offer in-clinic puppy socialization programs, referred to as “Puppy parties”. Studies examining puppy parties are limited, and minimal data is available on the delivery of these programs. This study aimed to describe the methods and approaches used by UK veterinary professionals providing in-clinic puppy parties. A cross-sectional descriptive survey was distributed via social media and by direct email to veterinary practices known to offer puppy parties on their public domains. Respondents were required to have worked in a UK veterinary practice offering parties or equivalent between January 2010 and March 2019. Descriptive data was collected on participant and practice demographics, puppy eligibility, program structure and environment, the inclusion of canine behavior and training, client education and the effect of COVID-19. All (n=81) respondents were included for analysis. Findings described variation in the structure of in-clinic puppy parties, particularly as they relate to puppy age, class size, and program duration. “Habituation to practice” was the most common reason for delivery (60.5%), with “Monetary gain” the least likely reason (50.6%). Puppy parties commonly began at 8-9 weeks of age (53.1%), and most (77.8%) persisted beyond the sensitive period of socialization (>12 weeks). Where some puppy parties did not permit intra-species interactions (6.2%), others provided the opportunity for socialization through controlled play (53.1%). Program duration ranged from a singular session (28.4%) to cumulative sessions of ≥4 weeks (34.6%). The “1st vaccination of the primary course” was the minimum requirement to attend most parties (75.3%) and deworming was rarely required (24.7%). While behavior topics (87.2%) were commonly discussed, staff generally lacked training and behavior qualifications (65.4%). Finally, all parties were discontinued following COVID-19 restrictions. In conclusion, the results of the study provided a descriptive framework of puppy party programs run by UK veterinary practices. Future researchers may seek to examine which methods used in the delivery of puppy programs best promote canine welfare and behavioral wellness.

13.
Clin J Oncol Nurs ; 26(5): 463-470, 2022 09 15.
Article in English | MEDLINE | ID: covidwho-2029750

ABSTRACT

The COVID-19 pandemic has intensified the social isolation of individuals with cancer. Studies about how to address social isolation among patients with cancer are limited, yet data from other high-risk populations can inform.


Subject(s)
COVID-19 , Neoplasms , Humans , Pandemics , Risk Factors , Social Isolation
14.
Int J Intercult Relat ; 91: 27-37, 2022 Nov.
Article in English | MEDLINE | ID: covidwho-2028100

ABSTRACT

Emerging research from the United States indicates that people with an East Asian background experience COVID-19-related racial discrimination. There is some (although not consistent) evidence that these discrimination experiences can in turn have psychological and behavioral consequences, such as strengthening one's ethnic identity and influencing parents' ethnic-racial socialization practices. The current study presents a unique natural experiment examining self-reported perceived discrimination experiences, ethnic identity, and ethnic-racial socialization among 80 Chinese immigrant mothers in the Netherlands before and after the COVID-19 outbreak (39 mothers recruited before the start of the COVID-19 pandemic and 41 during). The main findings from our exploratory analyses indicated an impact of the pandemic with higher (subtle) discrimination and stronger ethnic identity among Chinese immigrant mothers living in the Netherlands, highlighting how personal experiences related to intergroup processes have changed as a result of the COVID-19 crisis in the European context.

15.
Public Administration Quarterly ; 46(3):258-281, 2022.
Article in English | ProQuest Central | ID: covidwho-2026736

ABSTRACT

This study examines the forced transition to telework during the COVID-19 pandemic using qualitative data from two open surveys administered by the Federal News Network in 2020: in the first two months and, then, 10 months into the pandemic. We provide in-depth analysis of 1,969 open-ended comments from 1,589 federal employees collected seven months apart, telling the story of how they continued performing their responsibilities under a full-time telework schedule. Federal employees perceive the transition to full-time telework during the pandemic had a positive effect on organizational performance, work productivity and work-life balance for most federal employees. An exception is working parents, who faced significant hardships due to the pandemic. Additionally, results show pandemic-induced telework was credited with mixed successes for job satisfaction and social integration, and had not been successful in terms of supervisor support and organizational trust, which puts the success of the social contract theory in these situations in jeopardy. Finally, results suggest that federal employees envision more work will become telework-eligible in the new normal and welcome this shift.

16.
Psicoperspectivas ; 20(3):1-13, 2021.
Article in Spanish | APA PsycInfo | ID: covidwho-2025059

ABSTRACT

As a result of the compulsory passage to distance education following COVID-19 pandemic, the meaning and role of the school have been actively debated if not strained. Nostalgia for physical presence and the massive digitalization of teaching and learning processes have generated a set of uncertain challenges that should be faced once the crisis is overcome. This article is the result of a study which sought to identify the main issues and challenges regarding the meaning of the school experience in the era (and after-era) of COVID-19. Based on a hermeneutic approach and a qualitative methodological proposal based on co-design, the results of the analysis of interviews conducted with 21 experts from Argentina, Australia, Chile, Spain, France, England and Venezuela are presented. Among the results, a total of 40 emerging issues about the school and its meaning in the pandemic are proposed. We conclude by recognizing the urgency of revaluing the school as an educational, socializing and transforming institution that generates spaces of encounter, care, critical literacy and exchange. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Spanish) A raiz del pasaje obligatorio a la educacion a distancia provocado por la pandemia del COVID-19, el sentido y rol de la escuela han sido activamente debatidos y cuando no tensados. La nostalgia de la presencia fisica y la digitalizacion masiva de los procesos de ensenanza y aprendizaje han generado un conjunto de retos inciertos a los que habra que enfrentar una vez que se supere la crisis. Este articulo es el resultado de un estudio que busco identificar las principales problematicas y retos sobre el sentido de la experiencia escolar en la era (y post era) del COVID-19. A partir de un enfoque hermeneutico y una propuesta metodologica cualitativa basada en el enfoque de codiseno participativo, se da a conocer los resultados de los analisis de entrevistas realizadas a 21 voces expertas provenientes de Espana, Francia, Inglaterra, Argentina, Chile y Venezuela. Entre los resultados se proponen un total de 40 interrogantes emergentes sobre la escuela y su sentido en la pandemia. Se concluye reconociendo la urgencia de revalorizar la escuela como institucion educativa, socializadora y transformadora, generadora de espacios de encuentro, cuidado, alfabetizacion critica e intercambio. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

17.
Sustainability ; 14(16):9962, 2022.
Article in English | ProQuest Central | ID: covidwho-2024123

ABSTRACT

The paper presents a discussion concerning the development of projects regarding active travel with the policy of sustainable mobility, with active school transport in southern Poland being taken into special consideration. The implementation of the idea of sustainable school travel planning involves linking several social groups, including traffic planners and organizers, school administrators, governments, parents, and children. This, in turn, requires considering the criteria reported by all parties when choosing a scenario for the region’s development in terms of transport solutions. The following study was based on the methodological foundations of multicriteria decision-making analysis. The research purpose of this paper is to identify and classify the actions, policies, and scenarios of active travel projects for the sustainable development of mobility based on the cities of southern Poland. The evaluation was carried out through expert methods with multicriteria decision-making tools based on the MULTIPOL (MULTI-criteria and POLicy) prospective analysis technique. It allowed for the selection of the most probable policy, which covered the six actions considered by the experts to be the most significant for the development of the active school transport system in the analyzed region. Such actions are as follows: identification of walking school bus routes, modernization of crosswalk lines, planning of walking and cycling routes to schools, promoting safety educational programs, distribution of active school transport booklets and cycling, and pedestrian skills training workshops. The paper presents a new method to evaluate the policies and actions regarding promoting sustainable (active) travel to school. The innovative approach results from assembling a mixed group of people (stakeholders) as experts. The mix of experts consisting of users (pupils and parents), practitioners, and scientist experts in this field allowed us to score policies, actions, and scenarios, enabling a wider spectrum of assessment than before.

18.
Education Sciences ; 12(8):551, 2022.
Article in English | ProQuest Central | ID: covidwho-2023289

ABSTRACT

Every year, students around the globe embark upon their higher education journey, making the onboarding of these students a critical task for colleges and universities. Combined with the growth in distance learning and the rapid development in technologies, the onboarding process occurs increasingly in the digital setting. For this reason, the objective of this scoping review was to report and map interventions, which are used in digital onboarding of first-year students in higher education institutions and explore the digital settings that characterized these interventions. The PRISMA-ScR Guidelines and the JBI Manual for Evidence Synthesis guided this investigation, which included researching four databases and screening the resulting titles and s to identify the 17 sources of evidence included in the final analysis. According to our results, digital and virtual onboarding interventions were categorized into four onboarding dimensions: information interventions, socialization interventions, counseling interventions, and self-study interventions. Examples of the purposes and outcomes of these onboarding interventions included the transfer of information and the socialization of incoming students. Of the five onboarding settings that were also identified in the categorization, telecommunication software and virtual environments predominated. An independently developed onboarding tool could combine the identified onboarding settings and dimensions in the future.

19.
Journal of Epidemiology and Community Health ; 76(Suppl 1):A56, 2022.
Article in English | ProQuest Central | ID: covidwho-2020160

ABSTRACT

BackgroundThe COVID-19 pandemic has caused substantial challenges to the support systems of people with intellectual and developmental disabilities (IDD) internationally – this study explored the care experiences of people with (IDD) as reported by nurses in Ireland, the UK, the USA, Canada, Australia and New Zealand.AimThe aim of this study was to carry out an international investigation into the basic care needs experience of people with IDD one year into the Covid 19 pandemic internationally, as observed by nurses.MethodsAn online 52-item questionnaire was used to survey a convenience sample of 369 nurses across North America, Europe and Australasia. Descriptive statistics were used to rank the challenges in caring for PWIDD. Manifest content analysis was used to analyse open-ended responses. This study was approved by the Institutional Ethics Review Board at one of the co-author’s educational institution.ResultsThe quantitative findings from this study were similar across global regions in terms of the challenges faced by people with IDD, including disrupted socialisation with family/friends, limitations to day programming or educational activities, ensuring sufficient staffing to care for people with IDD and coping with pandemic related changes.Qualitative content analysis of open-ended survey responses revealed many challenges for people with IDD during the pandemic which included, issues relating to meaningful socialisation and daytime activation for positive mental/behavioural health and issues regarding access to the quality healthcare care and understating and adapting to changing public health guidelines.ConclusionOverall this study revealed that the COVID-19 pandemic exposed the existing often unrecognized health and care inequities experienced by people with IDD. Continuing issues with access to care and support for people with IDD in health and social care settings were further impaired by the pandemic. The importance of having meaningful activity and socialization for overall well-being of people with IDD during a long-term public health crisis became very much apparent in the study’s findings.This is especially tragic in a group already experiencing inequitable distribution of healthcare, compounding existing disadvantages across a multitude of life domains. These problems are often accentuated by the stigma associated with disability, and a lack of understanding of the healthcare needs of this population. This study benefited greatly from an international collaboration made more possible due great advances in virtual communication during the pandemic.

20.
9th Machine Intelligence and Digital Interaction Conference, MIDI 2021 ; 440 LNNS:179-188, 2022.
Article in English | Scopus | ID: covidwho-2013928

ABSTRACT

The COVID-19 pandemic continues to exert influence on the scientific community: circumstances have forced academics to engage more frequently in technology-mediated activities, including their participation in remote and virtual conferences. In this article, we contemplate immersive virtual environments: we verify researchers’ motivations and constraints in the context of online conferences, and discover in what elements of such conferences researchers wish to participate in virtual reality (VR). A survey was administered using a computer-assisted web interview (CAWI) questionnaire among the sample of 1,575 academics with the POL-on database as the sampling frame. The results indicate that individuals’ contrasting needs and attitudes toward technology determine the degree to which they look favourably upon both remote conferencing and VR. Immersive virtual environments appear to satisfy the need for socialization;ordinary remote conferences fulfil the need for security and the achievement of fundamental conference goals, such as establishing collaboration and publishing research results. Conferences that are hosted remotely must be relevant to the needs of researchers and meet their discrete expectations;only then will such events prove valuable enough that researchers are willing to continue participating in them after the pandemic subsides. © 2022, The Author(s).

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