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The coronavirus disease 2019 (COVID-19) pandemic threatens human beings' livelihoods and mental health, which lowers their well-being and gives rise to anxiety. This study examines whether there is a causal relationship (and, if so, in which direction) between people's well-being and COVID-19 anxiety. Two hundred and twenty-two participants (54.50% female, M age = 31.53, SD = 8.17) from 26 provinces of China completed measures of subjective well-being (SWB) and COVID-19 anxiety at three key nodes of the development of COVID-19 in China. The results showed that people's SWB and COVID-19 anxiety fluctuated with the peak (T1), decline (T2), and trough stages (T3) of the COVID-19 pandemic. Meanwhile, the cross-lagged analysis showed that the participants' SWB at T0 (pre-pandemic stage; the base level of SWB) and T1 could significantly predict their COVID-19 anxiety at T1 and T2 respectively. However, SWB at T2 was not associated with the COVID-19 anxiety at T3. Furthermore, COVID-19 anxiety could not predict subsequent SWB from T1 to T3. The current findings contribute to clarifying the causal relationship between well-being and anxiety through the development of epidemics, as well as finding ways to alleviate people's COVID-19 anxiety.
The online version contains supplementary material available at 10.1007/s10902-021-00385-2.
The online version contains supplementary material available at 10.1007/s10902-021-00385-2.The aim of my article is to relate Roberto Esposito's reflections on Europe to his more recent proposal of instituent thought. I will try to do so by focusing on three theoretical cornerstones of Esposito's thought the first concerns the evidence of a link between Europe, philosophy and politics. The second is deconstructive it highlights the inadequacy of the answers of the most important contemporary ontological-political paradigms to the European crisis, as well as the impossibility of interpreting this crisis through theoretical-political categories such as sovereignty. The third relates more directly to the proposal of a new political ontology, which Esposito defines as instituent thought. Esposito's discussion of political theology is the central theoretical nucleus of this study. This discussion will focus, in particular, on the category of negation, from which any political ontology that is based on pure affirmativeness or absolute negation is criticized. In his opinion, philosophical theories developed on the basis of these assumptions have proved to be incomplete or ineffective in relation to the current European and global philosophical and political crisis. Esposito therefore perceives the urgent need to propose a line of thought that is neither negatively destituent (post-Heideggerian), nor affirmatively constituent (post-Deleuzian, post-Spinozian), but instituent (neo-Machiavellian), capable of thinking about order through conflict (the affirmative through the negative). Provided that we do not think of the institution statically-in a conservative sense-but dynamically, as constant instituting in which conflict can become an instrument of a politics increasingly inspired by justice.We investigated how learning environments-involving their physical, pedagogical, and psychosocial dimensions-influence students learning experiences in an Australian Faculty of Business and Economics. Qualitative data collection involved observations of eight classrooms over a semester, four focus groups with 21 students and interviews with six educators. The study provided deeper understanding of the dynamic and complex intrinsic interrelations of learning environment dimensions over time, addressing previous gaps in research. It identified and analysed spaces and practices, educational activities, and students' subjective experiences in different learning environments to illustrate how these multiple elements intersect and influence on the students' experience. The mixed methods used in the research helped to uncover a broader view of the learning environment and its interdependent influences over time on students' learning experiences. One practical implication is that any strategies to support a more holistic student learning experience through more effective use of learning environments should be developed at an institutional level.A small number of individuals infected within a community can lead to the rapid spread of the disease throughout that community, leading to an epidemic outbreak. This is even more true for highly contagious diseases such as COVID-19, known to be caused by the new coronavirus SARS-CoV-2. Mathematical models of epidemics allow estimating several impacts on the population and, therefore, are of great use for the definition of public health policies. Some of these measures include the isolation of the infected (also known as quarantine), and the vaccination of the susceptible. In a possible scenario in which a vaccine is available, but with limited access, it is necessary to quantify the levels of vaccination to be applied, taking into account the continued application of preventive measures. This work concerns the simulation of the spread of the COVID-19 disease in a community by applying the Monte Carlo method to a Susceptible-Exposed-Infective-Recovered (SEIR) stochastic epidemic model. To handle the computational effort involved, a simple parallelization approach was adopted and deployed in a small HPC cluster. The developed computational method allows to realistically simulate the spread of COVID-19 in a medium-sized community and to study the effect of preventive measures such as quarantine and vaccination. The results show that an effective combination of vaccination with quarantine can prevent the appearance of major epidemic outbreaks, even if the critical vaccination coverage is not reached.The traditional method for learning the multiplication tables is a repetitive and boring task. Teachers try to find new methods to motivate children in this tedious duty, and one of the lines to consider is to integrate en- tertainment into educational processes. This work presents a new multimedia interaction approach in order to allow children to practice these math opera- tions and have fun. The learning process has been gamified by means of two mini-games designed for mobile platforms, based on meromictic or repetitive learning. The genre of these mini-games have been selected according to chil- dren preferences one turn-based fighting and other throwing-objects game. A series of proposed multiplications have to be solved during the play to per- form the player actions. Moreover, in order to support learning engagement, both have been visualized through Augmented Reality, combining real and virtual reality. Enfortumab vedotin-ejfv ic50 This paper discusses the good results of mixing entertainment with some learning tasks, due to the engagement of the children to the mobile based games.
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