Socioeconomic status refers to the family's social and economic standing in society. It is measured by combining an individual or group's economic and social position, which is often based on income, education, and occupation. It significantly affects academic performance and even one's health status. The pandemic changed the educational system, causing a huge transition from traditional learning methods to online learning. This shift resulted in confusion, burden, and difficulty among students from different walks of life. This study was conducted (...) to determine the academic stress on online learning among nursing students in relation to their economic status and their ability to access technology. The study utilized a quantitative-correlational method aided by a standard questionnaire. Two hundred thirty-six University of Bohol nursing students enrolled in the second semester of SY 2021–2022 were included in the study by random selection. Data revealed a significant correlation between economic status and the level of stress related to academic expectations and a significant correlation between economic status and access to technology after being subjected to the Spearman rho test of correlation. However, no significant correlation was found between access to technology and the respondents' level of academic stress. (shrink)

This study aimed to examine the influence it is to study skills and academic‐related stress in the academic performance of the students of the university. A descriptive research project was used. The study was carried out among students of engineering at the University of Dire Dawa. The study involved 400 students of the engineering bachelor's degrees, one hundred and from the second to the 5th year which has been evaluated for the academic stress and to (...) study skills. A random sample is used to select objects for the study of the system. Three tools were used: Tool I: Socio‐demographic Profile Sheet, Tool II: Study Skills Assessment Questionnaire, Tool III: Perceived Stress Scale. The results of this study showed that the students performed well in all the subjects, except for the time‐management method and writing skills. More than two‐thirds of the surveyed students have a low level of stress. Academic stress is higher in senior and female students. There was a negative correlation between the student’s stress and their study skills. Statistically significant relationships were found between academic performance, study skills and the stress level of the students surveyed. (shrink)

Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping strategies, and academic achievement in HyFlex learningenvironments. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate (...) correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping strategies, while a negative correlation emerged between stress and task-oriented coping strategies. Avoidance-oriented coping strategies, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model. (shrink)

Available reports provide an account of academic staff’s poor job performance in higher education institutions and universities in particular. Consequently, a growing body of research has been attracted to this area, including those seeking ways to understand the problem and others aimed at proffering solutions. This study contributes to the literature by investigating the influence of occupational stress on the job performance of academic staff in universities. Three null hypotheses directed the study in line with the quantitative (...) ex-post facto research design. A sample of 150 respondents was obtained using the systematic random sampling technique from a population of 400 lecturers in the Faculty of Education from two public universities in Nigeria. A 31-item questionnaire was used for data collection. The null hypotheses were tested at the .05 alpha level using simple linear regression analysis. It was revealed that remuneration is a significant positive predictor of academic staff job performance. The prediction of workload was negatively non-significant on the job performance of academics. The provision of institutional amenities has a positive but non-significant prediction on academic staff job performance in the two public universities. It was concluded that occupational stress significantly influences the job performance of lecturers in universities. The study recommended that the government constantly pay lecturers’ salaries as and when due. Institutional managers should reward lecturers with outstanding performance to boost their morale for effective service delivery. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health (...) symptoms and academic performance. In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (shrink)

This study determined the socio-demographic profile, stress level of academic stressors such as parents’ expectations, self-expectations, educational requirements, and peer relationships, and the relationship between the socio-demographic profile and level of stress among Grade 12 STEM students at Baybay City Senior High School during transitional face-to-face classes. The stress level is categorized into very high, high, average, low, and very low. A survey questionnaire was utilized to gather the data using a complete enumeration with 43 males (...) and 62 females for 105 students. Frequency counts, percentages, and the chi-square test were used to examine the survey data. The result of the study revealed that the level of stress of academic stressors among the Grade 12 STEM students was average in parent expectations with a weighted mean of 3.22, highly stressed in self-expectation with a 3.50 weighted average, and academic requirements with a weighted mean of 3.52, and low highlighted in a peer relationship with a weighted mean of 2.08. Also, there was no significant relationship between the respondents' socio-demographic profile and the stress level among academic stressors. Therefore, Grade 12 STEM students at Baybay City Senior High School experienced stress during transitional face-to-face classes. A proposed action plan is designed to manage the level of pressure among the Grade 12 STEM students. (shrink)

While a plethora of studies has been conducted to examine stress and its impact on mental health in western countries, research is scarce investigating the relationship between student challenge stress and health illness in the context of Chinese colleges. No studies examined the moderating effect of self-efficacy on the relationship between challenge stress and health illness. This study attempted to investigate the relationships between these three variables among Chinese college students. Especially, this study focused on examining whether (...) self-efficacy moderated the effect of perceived challenge stress on students’ mental health. Also, the differences were tested between male and female students in terms of these three variables. A sample of 578 Chinese college students was recruited over an approximately 12-week period from 7 Chinese universities. An online survey link was distributed through WeChat. The SPSS version 26 software was used to analyze the data. Results showed that there is no significant difference between genders in terms of perceived challenge stress, self-efficacy, and students’ mental health. In addition, challenge stress was positively related to the students’ mental health (β = 0.35, p < 0.01) while there was a negative association between self-efficacy and mental health (β = -0.41, p < 0.01). Furthermore, self-efficacy plays a moderating role in the relationship between challenge stress and mental health (β = -0.11, p = 0.02). Students with low self-efficacy tend to experience more mental health issues. It is suggested that Chinese colleges and universities pay more attention to students with low self-efficacy, either through faculty/staff interventions or peer counseling. Professors consider reducing students’ academic stress to improve their mental health. (shrink)

Introduction: The Faculty of Medicine, University of Moratuwa, established during the COVID-19 pandemic, was compelled to conduct the teaching activities online for the first intake of students until their first bar examination. Online learning is known to be linked to several health issues. This study aims to explore the academic performance and perceived health effects related to online learning in the Faculty of Medicine, Moratuwa. Methods: A descriptive cross-sectional study was conducted among all 104 first-intake students using an anonymous (...) online self-administered questionnaire to explore health effects and academic performance after ethical clearance. Results: Out of 104 students, 82 students responded (response rate=78.85%). Majority participated from home using their own laptop (74.4%) and personal Wi-Fi (69.5%) and spent 5-10 hours daily for online academic activities (72%). Majority complained of related physical (86.6%), and psychological (81.7%) health issues: eye problems (69.5%), headache (47.6%), backache (43.9%), stress (46.3%) and concentration difficulties (45.1%). The first bar examination was cleared by 84.1% with the majority (52.4%) obtaining classes. There was a statistically significant positive association (p< .05) between physical and psychological health concerns with the average screen-time spent on academic activities, but not with the academic performance. There was also no statistically significant association between screen-time and academic performance. Conclusions: Majority of students using online learning had related physical and psychological health issues which were positively associated with the screen-time though not with academic performance. Designing online activities with less screen time may be considered as a strategy to minimise health effects related to online learning. (shrink)

Cheating is a growing academic and ethical concern in higher education. This article examines the rise of artificial intelligence (AI) generative chatbots for use in education and provides a review of research literature and relevant scholarship concerning the cheating-related issues involved and their implications for pedagogy. The technological “arms race” that involves cheating-detection system developers versus technology savvy students is attracting increased attention to cheating. AI has added new dimensions to academic cheating challenges as students (as well as (...) faculty and staff) can easily access powerful systems for generating content that can be presented in assignments, exams, or published papers as their own. AI methodology is also providing some emerging anti-cheating approaches, including facial recognition and water- marking. This article provides an overview of human/AI collaboration approaches and frames some educational misuses of such AI generative systems as ChatGPT and Bard as forms of “misattributed co-authorship.” As with other kinds of collaborations, the work that students produce with AI assistance can be presented in transparent and straightforward modes or (unfortunately) in opaquer and ethically-problematic ways. However, rather than just for catching or entrapping students, the emerging varieties of technological cheating-detection strategies can be used to assist students in learning how to document and attribute properly their AI-empowered as well as human-human collaborations. Construing misuses of AI generative systems as misattributed co-authorship can recognize the growing capabilities of these tools and how stressing responsible and mindful usage by students can help prepare them for a highly collaborative, AI-saturated future. (shrink)

In the context of academic pressures, short-term stress is deemed necessary to enhance learning outcomes and promote higher achievement.

Abstract: This cross sectional study was conducted with the purpose to find out the causes of stress among university students. This study was carried out in Jahangirnagar University, Savar, Dhaka, Bangladesh during the period of November 2017 to January 2018. Convenience sampling technique was adapted for the selection of respondents for data collection. A quantitative method was used in gathering and analyzing the data. For this purpose, structured questionnaires were distributed to the students of Jahangirnagar University. The results obtained (...) show the different factors that cause stress among the students of Jahangirnagar University. According to 86% of 200 respondents, future worry was the most effective factor causing stress. 70.5% respondents thought examination tension as a major cause of stress. According to 61% respondents, working with news people also was a source of stress. 61% respondents said that, lots of group work caused stress among them. Relationship conflict was admitted as a major source of stress by 59.5% respondents. 55.5% respondents felt stressed due to financial crisis and also for failure in combing job with study. Misunderstanding class lectures, bad living condition, lower academic grade were also major causes of stress among respondents. This study also identified the level of stress among the respondents. It revealed that, among 200 respondents, 61.5% were moderately stressed, 18.5% were stressed with low level and 20% respondents had high level of stress. (shrink)

In this article we raise a problem, and we offer two practical contributions to its solution. The problem is that academic communities interested in digital publishing do not have adequate tools to help them in choosing a publishing model that suits their needs. We believe that excessive focus on Open Access (OA) has obscured some important issues; moreover exclusive emphasis on increasing openness has contributed to an agenda and to policies that show clear practical shortcomings. We believe that (...) class='Hi'>academic communities have different needs and priorities; therefore there cannot be a ranking of publishing models that fits all and is based on only one criterion or value. We thus believe that two things are needed. First, communities need help in working out what they want from their digital publications. Their needs and desiderata should be made explicit and their relative importance estimated. This exercise leads to the formulation and ordering of their objectives. Second, available publishing models should be assessed on the basis of these objectives, so as to choose one that satisfies them well. Accordingly we have developed a framework that assists communities in going through these two steps. The framework can be used informally, as a guide to the collection and systematic organization of the information needed to make an informed choice of publishing model. In order to do so it maps the values that should be weighed and the technical features that embed them. Building on our framework, we also offer a method to produce ordinal and cardinal scores of publishing models. When these techniques are applied the framework becomes a formal decision–making tool. Finally, the framework stresses that, while the OA movement tackles important issues in digital publishing, it cannot incorporate the whole range of values and interests that are at the core of academic publishing. Therefore the framework suggests a broader agenda that is relevant in making better policy decisions around academic publishing and OA. (shrink)

Previous research has interlinked alcohol consumption (AC), mental stress (MS), psychotic experiences (PE), and academic performance (AP) of students and psychological behavior of the general population. The current study seems to be the first to consider the joint and partial mediation effects of MS and PE in linking AC to graduates’ job performance in specific areas such as teamwork (TW), communication competence (CC), customer service (CS), and job functions (JF). A virtual cross-section of 3,862 graduates with self-reported cases (...) of having taken alcohol in the past participated in the study. These participants responded to an electronic questionnaire that was mailed to them. The instrument used for data collection had acceptable psychometric properties. The study used the partial least squares structural equation modeling (PLS-SEM) to achieve its objectives. The inner and outer models were all evaluated for quality and goodness of fit. Results showed a significant negative effect of AC and MS on graduates’ job performance in terms of TW, CC, CS, and JF, respectively. AC had a significant positive effect on MS and PE. MS had a significant positive effect on PE. A significant joint mediation effect of MS and PE was found in linking AC to graduates’ TW, CC, and CS, excluding JF. MS partially mediated AC’s paths to all the graduates’ job performance indicators. PE was only a significant partial mediator of the connection between AC to JF, but not TW, CC, and CS. This study’s result can help improve graduates’ work effectiveness and has revealed some negative predictors. Therefore, it is recommended that graduates avoid alcohol or only consume mild quantities of it to enable them to discharge services effectively at the workplace. (shrink)

This study aimed to determine the experiences of male and female students on Flexible Learning (FL) during the COVID-19. A qualitative method using a phenomenological approach was used to ascertain the students' experiences, while written questionnaires were utilized to gather the information. The 24 students taking Development Communication and Public Administration were chosen based on set criteria. Both male and female flexible learning participants appreciated its benefits, including convenience and reduced academic stress. They both faced technology-related challenges and (...) suggested improvements. However, differences emerged in their experiences. Males found FL fun, emphasizing family time, while females highlighted skill development and concerns about teaching methods. Females also mentioned practical skill development not emphasized by males. These variations may stem from differing learning preferences and experiences. Variations in male and female experiences in Flexible Learning highlight the need for teachers to tailor instruction, offer mental health support, and incorporate skill development. Improved teacher training and clear guidelines are crucial, as are gender-inclusive program design and regular feedback mechanisms to create equitable and effective educational experiences. (shrink)

Trauma and traumatization have arguably always been part of the human experience yet have in the last few decades come to occupy a prominent place in various popular and academic contexts. This chapter offers an interdisciplinary and comparative investigation of trauma and traumatization in different historical contexts. More specifically, my aim is to discuss whether the rich bodies of research in trauma and traumatization in Holocaust survivors and their descendants yield relevant insights for post-slavery contexts. It has been shown (...) that children of Holocaust survivors suffer from stress and other symptoms related to their parents’ traumatization which influence the interactions with their environments. Such results made me wonder whether the traumatic impact of chattel slavery—which has been abolished some 160 years ago—might have a similar impact, yet now across several generations. Issues of the transmission and current persistence of trauma are inherently linked to questions of social justice, recognition and reparations. This chapter is meant, however, as an exploration of interdisciplinary connections that should be studied in concert to account for the traumatic impact of historical and present day experiences. It starts by discussing the concepts of trauma and post-traumatic stress disorder. Continuing by exploring the phenomenon of the inter- and transgenerational transmission of trauma, it relies in part on the important body of research conducted on families of Holocaust survivors. I then turn to the much less researched ‘post-traumatic slave syndrome’ (DeGruy) and discuss two factors that might contribute to the transgenerational transmission of trauma in the families of former enslaved: epigenetics and the continuation of traumatization even after the abolition of slavery as articulated in Historical Trauma theory. Drawing upon these insights, I conclude that it is plausible that a continuing transgenerational transmission of trauma might occur in some families of slavery survivors, the knowledge of which might help to break the chains of such traumatization across generations. (shrink)

The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of (...) the teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching.The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching. (shrink)

-/- INTRODUCTION: Many higher education students indulge in risky eating behaviours which tend to affect their physical, psychological and academic health. Previous studies have tried to understand the trend in students’ eating patterns without paying adequate attention to contributing factors. -/- PURPOSE: This study evaluated the influence of selected psychological variables on the consumption of balanced diets among students in two public universities in Calabar Metropolis, Nigeria. -/- METHODOLOGY: A research question was posed, and a formulated hypothesis to guide (...) the study. The study adopted the descriptive survey research design. A total of 12,530 faculty of education students spread across two public universities in Calabar Metropolis constituted the population of this study. A sample of 125 students was randomly selected through the stratified technique. A four-point questionnaire was used for data collection after validation by experts. Descriptive statistical measures such as mean, standard deviation, and percentages answered the research question. The null hypothesis was tested at the .05 level of significance using the one-sample t-test analysis. -/- RESULTS: Findings revealed that the influence of psychological variables (such as stress, emotions, and mental state) on students’ consumption of balanced diets is not significantly low. -/- RECOMMENDATIONS/CLASSROOM IMPLICATIONS: Based on the findings of this study, it was recommended that students cultivate the habit of always eating quality meals rich in nutrients, irrespective of their psychological state, to maintain a healthy life. (shrink)

This paper argues that general skills and the varieties of subject-specific discourse are both important for teaching, learning and practising critical thinking. The former is important because it outlines the principles of good reasoning simpliciter (what constitutes sound reasoning patterns, invalid inferences, and so on). The latter is important because it outlines how the general principles are used and deployed in the service of ‘academic tribes’. Because critical thinking skills are—in part, at least—general skills, they can be applied to (...) all disciplines and subject-matter indiscriminately. General skills can help us assess reasoning independently of the vagaries of the linguistic discourse we express arguments in. The paper looks at the debate between the ‘specifists’—those who stress the importance of critical thinking understood as a subject-specific discourse—and the ‘generalists’—those that stress the importance of critical thinking understood independently of disciplinary context. The paper suggests that the ‘debate’ between the specifists and the generalists amounts to a fallacy of the false alternative, and presents a combinatory-‘infusion’ approach to critical thinking. (shrink)

The study focused on exploring and understanding the challenges junior high school teachers in the Division of Rizal faced during the full implementation of in-person classes and identifying the coping mechanisms they employed to adapt to this new educational landscape. Forty participants were purposefully selected from various public secondary school clusters in the division of Rizal. A qualitative phenomenological design was employed, and the information collected through Google Forms was imported into Microsoft Excel and Microsoft Word. After importing the data, (...) it was coded through and looked for patterns in the meaning of the data to find themes. It was analyzed using QDA Miner Lite to make a user-friendly, accessible, and simple-to-use software for qualitative data analysis. QDA Miner Lite allowed for a quicker and more accurate breakdown of documents, enabling organization, coding, annotation, retrieval, and analysis of document and image collections. The study revealed these categories and themes: Experiences in Teaching in In-Person Classes. Teachers' experiences during the full implementation of in-person classes were categorized into five themes: Comparison to distance learning modalities, Student- centered Focus, Positive emotional experiences, Challenging Emotional experiences, and Adaptations. Comparison of Teaching Experiences. The comparison and contrast of teaching experiences between distance learning and in-person learning revealed six themes: Assessment and Progress Monitoring, Stress and Fulfillment, Effectiveness and Limitations, Technology and Connectivity, preparation and Communication, and Learning Environment and Engagement. Identified Challenges in In- Person Classes. The study identified nine challenges faced by teachers and schools during the full implementation of in-person classes. These challenges encompassed issues related to Classroom Infrastructure and Facilities, Learning Gaps and Academic Challenges, Behavioral Issues and Student Discipline, Safety, and Security, Teacher Workload and Teaching Loads, Student Engagement and Parent Involvement, Gender-Responsive Policy and Early Pregnancy, Professional Development, and Learning Materials. Coping Mechanisms for Challenges. The coping mechanisms employed by teachers in response to the identified challenges included Collaborative Support and Professional Development, Resilience, and Positivity, Student-Centered Strategies Interventions, Adaptability, and Flexibility, Emphasizing Physical and Mental Health, Effective Communication Involvement of Stakeholders, Innovative Teaching Approaches, and Reminding Purpose and Passion. The study provides valuable insights into teachers' experiences and challenges in fully implementing in-person classes. The identified coping mechanisms offer potential strategies to support educators in navigating the complexities of teaching in this environment. Educational institutions and policymakers can use these insights to develop supportive and enriching learning environments for teachers and students. By implementing targeted interventions and policies, stakeholders can optimize the teaching and learning experiences in the in-person learning setting and foster a positive and conducive educational environment. (shrink)

The importance of unconscious cognition is seeping into popular consciousness. A number of recent books bridging the academic world and the reading public stress that at least a portion of decision-making depends not on conscious reasoning, but instead on cognition that occurs below awareness. However, these books provide a limited perspective on how the unconscious mind works and the potential power of intuition. This essay is an effort to expand the picture. It is structured around the book that (...) has garnered the most attention, Malcolm Gladwell’s Blink , but it also considers Gut Feelings by Gerd Gigerenzer and How Doctors Think by Jerome Groopman . These books help deepen the . (shrink)

Bioethics experts played a key role in ensuring a coherent ethical response to the COVID-19 pandemic in the fields of healthcare, public health, and scientific research in Canada. In the province of Quebec, a group of academic and practicing bioethicists met periodically in the early months of the pandemic to discuss approaches and solutions to ethical dilemmas encountered during the crisis. These meetings created the opportunity for a national survey of bioethics practitioners from different fields. The survey, in which (...) forty-five Canadian bioethics practitioners (clinical ethicists, ethicist members of REBs and government health policy ethicists, or any bioethicist practicing outside of academia) participated, explored their concerns, challenges and opportunities during the first wave of the pandemic, with the objective of informing bioethics research about the difficulties experienced by bioethicists “in the field”. Participants reported increased stress levels, increased workloads, and a greater proportion of their work being devoted to public health ethics. Most of their concerns focused on groups other than themselves, such as health professionals, patients, research participants, and people in vulnerable socio-economic situations. An optimism about the future of bioethics was noted due to an increased awareness of the importance of bioethics by the public and by health and research institutions. (shrink)

The study aimed to determine the stressors of the faculty during the COVID-19 pandemic. It also investigated the highest stressors and their effects on teachers psychologically, emotionally, physically, and behaviorally. The respondents of this study were all the teachers from one Integrated School. This study used mixed research methods. Among the stressors, printing and sorting of modules got the highest responses. The study found almost half of the respondents are stressed in the preparation of modules, stressors influence respondents psychologically approximately (...) half of the time, emotionally about half of the time, physiologically about half of the time, and behaviorally about half of the time. Gender, age, civil status, number of years in teaching, number of learning areas/teaching preparation presently handled, and other non-teaching assignments have weak to moderate correlations with the health of the respondents. The highest academic qualification, grade level handled, and the number of learning areas/teaching preparation presently handled have relationships with the coping mechanisms of the respondents. (shrink)

The resercher Ann Talbot presents in this book one of the more complex and in-depth studies ever written about the influence of travel literature on the work of the British philospher John Locke (1632-1704). At the end of the 18th century the study of travel literature was an alternative to academic studies. The philosopher John Locke recommended with enthousiasm these books as a way to comprehend human understanding. Several members of the Royal Society like John Harris (1966-1719) affirmed that (...) the learning that could be obtained through these books was different from the one that provided the educative system of that time. Travel literature could make see the source of the ignorance of the ancients; it stressed the curiosities and extraordinary facts and led to a revision of beliefs and scientific theories of the ancient world. Besides the account of a broad diversity of sujects contributed to the creation of matters of fact, and this was important in order to put rational limits to the descriptions of the world that were commonly accepted. (shrink)

From the temporal perspective, this article examines shifts in the productionof sociological knowledge. It identifies two kinds of rhythms of sociology: 1) that of sociological standpoints and techniques of investigation and 2) that of contemporary academic life and culture. The article begins by discussing some of the existing research strategies designed to "chase"high-speed society. Some, predominantly methodological, currents are explored and contrasted with the "slow" instruments of sociological analysis composed of different, yet complementary, modes of inquiry. Against this background, (...) the article stresses that it is through the tension between fast and slow modes of inquiry that sociology reproduces itself. The subsequent part explores the subjective temporal experience in contemporary academia. It is argued that increasing administration and auditing of intellectual work significantly coshapes sociological knowledge production not only by requiring academics to work faster due to an increasing volume of tasks, but also by normalizing time-pressure.The article concludes by considering the problem as to whether the increasing pace of contemporary academic life has detrimental consequences for the more organic reproductive rhythms of sociology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:130 Feminist Studies 46, no. 1. © 2020 by Feminist Studies, Inc. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker Doing Academia Differently: “I Needed Self-Help Less Than I Needed a Fair Society” A great deal of harm is being done by belief in the virtuousness of work. — Bertrand Russell, “In Praise of Idleness” We are committed to doing (...) academia in particular ways, and not in others. — Brocher Foundation Feminist Collective I had decided that becoming a university professor might be a good fit; friends and colleagues had suggested that I would be valuable to a university, so I prepared for a restructuring of my family life.1 I read Tokarczyk and Fay’s Working-Class Women in the Academy and Babcock and Laschever’s Women Don’t Ask to gather understandings of the milieu I was entering. I now see that my preparations had not shined sufficient light on the social and structural factors that organize the contemporary university.... As it turns out, the restructuring of our lives within the working conditions, priorities, and rationalities of this professional milieu triggered unanticipated and painful effects.... Had Mountz published her article “Women on the Edge” before I decided on a career migration into the university system and, had I been fortunate enough to discover it, I would have made other career choices.2 1. The authors, who describe themselves as the Brocher Foundation Feminist Collective, indicate their personal narratives in this text using italics. 2. Michelle M. Tokarczyk and Elizabeth A. Fay, eds., Working-Class Women in the Academy: Laborers in the Knowledge Factory (Amherst: University of Massachusetts Press, 1993); Linda Babcock and Sara Laschever, Women Don’t Ask: Negotiation and the Gender Divide (Princeton, NJ: Princeton University Bisaillon et al. 131 Introduction: Personal, Professional, and Political We are seven women who met at the Brocher Foundation in Hermance, Switzerland, in July 2017, where we had been selected to spend a few months as research fellows. This competitively awarded opportunity is open to persons fluent in English, from graduate students to senior scholars, with or without academic appointment, whose scholarship advances knowledge about the ethical, legal, and social implications of health and biotechnologies.3 When we found ourselves on the shores of Lake Leman with the gift of time, we began opening up to each other in unexpected, compelling ways. Whatever our vantage point in the hierarchy of the university system, we discovered that there was remarkable overlap in our experiences as women in academia. When we began writing, our authoring team was composed of two graduate students, four faculty members at the assistant professor rank, and one full professor, residing in Canada, the Netherlands, Romania, the United Kingdom, and the United States. Our plural subject position led us to underexplored and imaginative responses to broader social issues, which we share in this article as the “Brocher Foundation Feminist Collective.” We analyze our experiences from our standpoint as women health researchers laboring in the academy. Our similarities and differences were exciting entry points for discussion and analysis: we are all of eastern or western European descent. We have different countries of birth, mother tongues, ages, disciplinary training and career trajectories, relationships to chronic illness and disability, marital status, and experiences with parenthood. We bring the troubles and contradictions we experience as academics into conversation with each other. We seek to productively illustrate and emphasize that the tensions we see around us, and also feel within us, arise as a result of how the academic system is organized, produced, and sustained across time, place, and space. Press, 2003); Alison Mountz, “Women on the Edge: Workplace Stress at Universities in North America,” The Canadian Geographer 60, no. 2 (2016): 205–18. 3. We experienced this fellowship as a valuable opportunity. But we also recognized that our access to it was mediated by social, economic, or other obligations. As countries in the global north continue to tighten their national border regimes, marginalized academics, especially those from the global South, were less likely to succeed in getting a Swiss visa or securing relevant temporal and economic resources. 132 Bisaillon et al. The promise here, we posit... (shrink)

The objective of the research is to carry out a review of the literature about suicide risk factors in young university students. The methodology used is quantitative descriptive with a bibliometric approach, under the PRISMA method. The search was carried out in three databases: Clarivate Web of Science, MDPI and Taylor and Francis that had the variables of suicide risk factors. Inclusion criteria were used such as: study variables, years 2019 to 2022, published in Spanish and English,scientific reports research results, (...) research with clinical and non-clinical population. After the application of the Boolean operators, the total sample is (n=10360) and after screening with the PRISMA method (n=45). Results: The United States, followed by China and Bangladesh, are the countries that produce the most on the subject. The most frequent risk factors are: depression, anxiety, stress, academic commitments, lack of opportunities, low income and race. The students with the highest suicide rates are in the health area such as medicine and nursing, in addition, there is more suicide intent in women than in men. (shrink)

The adolescence is an important period in which one's character, behaviour, habits, and future lifestyles are developed. Influence of peer is more than the influence of adults, parents, and teachers in this period. Therefore, this research paper aims to explore the potential impact of infatuation and romantic relation to learning behaviour of school-going adolescents. Total of 108 adolescent students were surveyed using the questionnaire method. Both the primary and secondary data are used in this study and it is descriptive in (...) nature. Result highlights that a majority of the respondents have experienced distraction, stress, and low academic performance due to infatuation and romantic relationship. It has a negative impact on learning behaviour among adolescents undergoing infatuation or romantic relation. It is recommended that creation of awareness among teachers and parents in the school and home to provide appropriate support and care to the adolescents is essential. A flexible environment in the school and home must be created to make the adolescents develop positive behaviour towards learning. (shrink)

Zygmunt Bauman was one of the leading revisionists in Poland before March 1968. Together with six other academics he was expelled from the University of Warsaw on the basis of the decision of the Minister of Higher Education taken on the 25st March 1968. It should be stressed, however, that at the beginning of his academic career Bauman had been a staunch believer of the Polish United Workers’ Party and an adherent of the Marxist-Leninist ideology. In his first revisionist (...) paper, published soon after the Polish October, he criticized the previous policy of the Party and expressed his hope that significant changes will take place in Poland. As a result of Party withdrawal from the reforms, his attitude towards both the communist rule and Marxism-Leninism had been changing. This paper analyses the evolution of his thought towards revisions. It presents the characteristic features of Bauman’s revisionism as well: an emphasis on human praxis, alternative thinking, and heterogeneity of culture. (shrink)

A human being though basically a physico-chemical and hence physiological being; is essentially a psychological being. Psychology is physiology, but “appears” separate to most humans and will be dealt with as here. But attempts will be made to intermittently connect with modern scientific understanding in terms of nervous system – the brain, spinal cord, nerves and neurons- to get a comprehensive picture of mind and its functions for academic purpose. -/- Psychology is human consciousness and mind and their functions (...) manifested as moods, thoughts, feelings, experiences, cognitions, re-cognitions and the like. Most of the difficulties faced by humans are financial and psychological. -/- The origin, structure, form, and function of human mind as revealed by Indian seers, wise-men, poets and intellectuals in the Upanishads and related spiritual and literary texts, will be translated into psychological and cognitive science elements. Thus an insight of human mental and related body functions will be deciphered. -/- This information then will be extended for its practical use to acquire a stress-free mind to face life in all its shades with equanimity and survive happiness, sorrow, natural and man-made calamities, and the like and the vicissitudes caused by them; and live a purposeful and dignified life of fulfillment as is done by many Indians who follow tradition with discretion. Irrespective of what happens or does not happen as desired around in the outside physical world and inner mental world as a reaction to outside happenings as moods, urges, thoughts, feelings, in the individual and how absorb and transcend the associated pleasantness or unpleasantness will be presented; and how to keep focused on ordained personal, social or social like duties will be highlighted. -/- The art and science of mind management for fitting and proud survival through ups and downs of life with the help of spiritual and cultural attitudes developed by Indian sages and other learned persons will be presented with clarity. For this first we must know, what human consciousness, mind and their form, structure and function is. Upanishads give a beautiful and insightful idea about this aspect. So this article focuses on the Upanishads and the gist available therein about consciousness, mind and their functions and control of mind and the how we can learn Art of Living from this wisdom. -/- . (shrink)

Deep learning may transform health care, but model development has largely been dependent on availability of advanced technical expertise. The aim of this study is to develop a deep learning model to predict the gender from retinal fundus images. The proposed model was based on the Xception pre-trained model. The proposed model was trained on 20,000 retinal fundus images from Kaggle depository. The dataset was preprocessed them split into three datasets (training, validation, Testing). After training and cross-validating the proposed model, (...) it was evaluated using the testing dataset. The result of testing, the area under receiver operating characteristic curve (AUROC) of the model was 0.99, precision, recall, f1-score and accuracy were 99%, precision, recall, f1-score and accuracy were 96.83%, 96.83%, 96.82% and 96.83% respectively.. Clinicians are presently unaware of dissimilar retinal feature variants between females and males, stressing the importance of model explain ability for the prediction of gender from retinal fundus images. The proposed deep learning may enable clinician-driven automated discovery of novel visions and disease biomarkers. (shrink)

Heart palpitations, while often benign, can sometimes be indicative of severe underlying conditions requiring immediate intervention. Accurate and swift diagnosis thus remains a clinical priority. "A CLIPS-Based Expert System for Heart Palpitations Diagnosis" represents a novel approach to addressing this challenge, harnessing the power of artificial intelligence and rule-based expert systems. Specifically, this system applies a suite of 7 if-then rules to evaluate potential heart palpitations causes and assign one of three outcomes: 1) A confirmed diagnosis of heart palpitations, 2) (...) A suspected link to cardiovascular diseases, and 3) A possible association with anxiety or stress disorders. The expert system offers an intuitive user interface, allowing for seamless symptom input and instant diagnosis based on user-provided information. This paper explores the various phases of this expert system's lifecycle, including design, implementation, and evaluation. Furthermore, the study situates the system within the broader discourse on rule-based expert systems for heart palpitations diagnosis, critically analyzing their efficiency, potential pitfalls, and ongoing challenges. Through this research, the value of integrating rule-based expert systems in clinical diagnostic processes is highlighted, illustrating its capacity to enhance diagnostic accuracy and patient outcomes. (shrink)

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the information (...) is applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students. (shrink)

Abstract: Background: Hair loss is often a concern for women, men and children. It is normal to lose between 50 and 100 hairs a day, without us noticing it. Usually hair loss is a sign of a medical condition, some of them are hereditary, and some of them are temporary due to disease, stress, cancer treatment, weight loss, and iron deficiency. Objectives: The main goal of this expert system is to obtain an appropriate diagnosis of the cause of hair (...) loss. Methods: In this paper, the proposed expert system that was produced is designed to assist the physician in diagnosing hair loss disease such as seborrhea, lichen planus, ringworm, alopecia areata, thyroid disease and male-pattern baldness. The proposed expert system presents an overview about hair loss diseases are given, the cause of diseases are outlined and the treatment of disease whenever possible is given out. Clips Expert System language was used for designing and implementing the proposed expert system. Results: The proposed hair loss diseases diagnosis expert system was evaluated by Medical students and they were satisfied with its performance. Conclusions: The Proposed expert system is very useful for hair loss treatment physician, patients with hair loss problems and newly graduated physician. (shrink)

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the information (...) is applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students. (shrink)

Abstract: Background: Coronary artery disease remains the leading cause of morbidity and mortality Worldwide. Previous reviews pointed that nursing interventions are beneficial for coronary artery patients. However, most interventions focused on education and counselling, but not consistent with the outcome set; still did not consider patient’s coronary artery disease risky characteristics. Related studies in China also difficult to find. Therefore this study was conducted to investigate kinds of nursing interventions delivered to coronary artery patients and match them with patient’s risk (...) factors of coronary artery disease. Results of this study were expected to add new knowledge that will alert nurses to consider coronary artery risk factors which in turn might enable the development of appropriate approaches to improve patient’s wellbeing hence reduce frequent coronary artery morbidity and mortality. Methods: A descriptive, cross-sectional, retrospective design using clinical case notes was employed. Study was undertaken in coronary care wards at the teaching hospital in China from November 2017 to September 2018. Structured-literature supported self-designed questionnaire was utilized for data collection. Chi square (χ2) test and multivariate logistic regression for adjusted odds ratio with 95% confidence interval were used to compare the relationship among independent (patient’s risk coronary artery disease factors) and dependent (nursing interventions) categorical variables. Ethical permission was granted accordingly. Results: A total of 300 coronary artery patients’ case notes were audited with mean age 63±11.2 years. Of these 175 (58.3%) were males. 126(42%) were smoking and 224(74.7%) were hypertensive. More evidence based nursing interventions than education and counselling were found to be delivered to these patients. “Administer coronary artery disease medication and their instructions” was mostly delivered to many patients 291(97%) while “counsel to cope with stress” was the least one 60 (20.0%). Three of eight nursing interventions delivered significantly matched with three or all of these patient’s coronary artery risk variables (age, smoking, hypertension and diabetes) (p < 0.05 and/or < 0.01) with Adjusted odds ratio (95% CI) within their significant ranges. Conclusion: This study delivers valuable insight that, nurses in the studied teaching hospital delivered beneficial evidence based nursing interventions to patients with coronary artery disease which significantly matched with their risk factors of coronary artery illness. However, care for stress was low hence needs improvement. Furthermore, research is needed to get consistency of nursing interventions with patient’s end point clinical outcomes for further appraisal of nursing efforts in caring CAD patients . (shrink)

This chapter conceptually analyzes the post-traumatic stress injuries called moral injury, moral fatigue or exhaustion, and broken spirit. It then identifies two puzzles. First, soldiers sometimes sustain moral injury even from doing right actions. Second, they experience moral exhaustion from making decisions even where the morally right choice is so obvious that it shouldn’t be stressful to make it; and even where rightness of decision is so murky that no decision could be morally faulted. The injuries result of mistaken (...) moral self-evaluation. Methods of preventing and treating these injuries are defended, including training in self-forgiveness, moral off-loading of actions and decisions to persons and devices less likely to feel inappropriate guilt, and the use of drugs to prevent such guilt. The foregoing has been about moral injury erroneously resulting from the non-violation of a correct moral code. But the chapter then introduces the concept of moral pseudo-injury—felt moral injury that has in reality resulted from violation of a false moral code, so that no one has really been morally injured. This can be used as a method in warfighting. And since the injuries it produces are illusory, this would be morally superior to physical violence. For it causes less injury to its victims, and should cause less guilt in those who must inflict it. Historical precedents are considered. Finally, our enemies often use moral pseudo-injury against us, in the form of terrorist violence against civilians. Terrorism causes comparatively few harms, yet we mistakenly see it as more morally horrific than conventional combat that causes much worse loss of life among armed forces members. Here we need the nuancing and clarifying power of philosophy to restore a sense of proportion, thence to prevent or therapize the moral pseudo-injury we may experience from these sorts of attacks. (This is a pre-penultimate version of the published version, available from OUP at the external link, which contains minor variances. The paper was earlier known as "PTSD Weaponized: A Theory of Moral Injury"; that now superseded version is archived under "past conferences" on the Center for Ethics and the Rule of Law website.). (shrink)

Academic social networks and social media have revolutionised the way individuals gather information and express themselves, particularly in academia, science, and research. Through the lens of academics, this study aims to investigate the epistemological and psychosocial aspects of these knowledge sources. The epistemological attitude model presented a framework to delve into and reflect upon the existence of knowledge sources, comprising subjective, interactional, and knowledge dimensions. One hundred and twenty-six university academics participated in this study, including lecturers and researchers from (...) different higher education institutions in Latvia. The study employed two methods: the Epistemological Attitudes towards Sources of Knowledge Questionnaire and the Epistemological Attitudes towards Sources of Knowledge Semantic Questionnaire. The data analysis involved several procedures, including exploratory and confirmatory factor analysis, correlation analysis, and test statistics. By implementing these methods, the study gained valuable insights into the sources of knowledge, examining them from two perspectives. The first perspective brought attention to the differences in academics’ appraisals by discussing their understanding, approach, use, and valuations of these sources. By scrutinising the constructs of meanings, the second perspective sheds light on the anticipated knowledge which is deemed ideal, the concrete knowledge that is both social and objective, and the subjectively valuable nature of academic social networks and social media. The findings underscore the specialised knowledge and qualities that academics rely on for producing knowledge. In terms of epistemology, methodology, social science, and education, the study holds theoretical and practical implications, especially in comprehending knowledge and its sources. (shrink)

Somatic diversification of antigen receptor genes depends on the activity of enzymes whose homologs participate in a mutagenic DNA repair in unicellular species. Indeed, by engaging error-prone polymerases, gap filling molecules and altered mismatch repair pathways, lymphocytes utilize conserved components of genomic stress response systems, which can already be found in bacteria and archaea. These ancient systems of mutagenesis and repair act to increase phenotypic diversity of microbial cell populations and operate to enhance their ability to produce fit variants (...) during stress. Coopted by lymphocytes, the ancient mutagenic processing systems retained their diversification functions instilling the adaptive immune cells with enhanced evolvability and defensive capacity to resist infection and damage. As reviewed here, the ubiquity and conserved character of specialized variation-generating mechanisms from bacteria to lymphocytes highlight the importance of these mechanisms for evolution of life in general. (shrink)

Doctoral graduates in philosophy are an excellent source of information about the discipline: they are at the cutting edge of research trends, have an inside view of researchfocused departments, and their employment prospects provide early insights on the future health of the discipline. We report on the results of a survey sent to recent PhD graduates and current students, as well as data gathering efforts by Academic Placement Data and Analysis that have taken place over the past ten years. (...) In this report we especially focus on demographic representation, program ratings, academic job placement, and non-academic careers. (shrink)

Cancer care has transitioned from clinical-based to home-based care to support longterm care in a more familiar and comfortable environment. This care transition has put family caregivers (FCGs) in a strategic position as care providers. Cancer care at home involves psychological and emotional treatment at some point, making FCGs deal with the stress of cancer patients frequently. Due to their limited care competencies, they need supportive care from healthcare professionals in cancer stress management. This study aims to examine (...) how types of demanded healthcare information affect the FCG’s role in reducing the stress of female cancer patients. The mindsponge theory was used in conceptual development and interpretation. Bayesian Mindsponge Framework (BMF) analytics were used for statistical analysis on a dataset of 48 spouses (husbands) and 12 other family members in five congested communities of Surabaya, Indonesia. Results showed that among the six types of healthcare information, FCGs with higher demand for cancer-specific information were more likely to need support in reducing the stress of female cancer patients. Meanwhile, FCGs with a higher demand for information about support services were less likely to need support to reduce cancer patients’ stress. Other types of healthcare information have ambiguous effects on the need for support in reducing cancer-induced stress. This study reveals that the demanded cancer-specific information, e.g., cancer prognosis or likely outcome, must be prioritized to assist FCG’s role in managing cancer stress. (shrink)

In the first months of the COVID-19 pandemic, we created and implemented from November 2020 to February 2021 a monthly educational pilot program of philosophical management of stress based on Science, Humanism and Epicurean Pragmatism, which was offered to employees of 26 municipalities in the Prefecture of Attica, Greece. The program named “Philosophical Distress Management Operation System” (Philo.Di.M.O.S.) is novel and unique in its kind, as it combines a certain Greek philosophical tradition (Epicurean) that concurs with modern scientific knowledge. (...) The program was designed to be implemented in a period of crisis; therefore, it used a fast-paced, easy to learn and practice philosophical approach to stress management, based on cognitive psychotherapy. The philosophical approach to stress management has the advantage that it can be offered to most people, regardless of age and educational level. The pilot program was effective in achieving its objectives, shown by statistical comparisons of the trainees’ responses to anonymous questionnaires before and after the month-long training. The successful Philo.Di.M.O.S. program, thus, based on a solid scientific and philosophical basis, offers a paradigm of stress management during crises and could be useful in Greece and internationally. (shrink)

In this essay, we share our experience and learning about the value of, and the difficulty associated with, conducting and presenting scientific studies in ways that are both simple (understandable) and beautiful (appealing to the reader). We describe some “aha moments” of insight that led to changes in the way we approach and present research, some of the actions we took, and lessons we learned.

Although academic freedom lies at the philosophical core of early Arab-Islamic advancement of knowledge and its tradition of free inquiry, academic freedom is currently under scrutiny. This is evidenced by the many ways the concept is widely misunderstood, resisted, contested, and subject to different interpretations by the Arab political elite. While the impediment of freedom of thought tends to be the fundamental signature of totalitarian political regimes, the idea or practice has spread beyond these limitations. While this subject (...) has many facets, this article only examines academic freedom within the scope of knowledge and inquiry derived from the revered text of the Qur’ãn, including its relation to democracy and radicalism. (shrink)

This research examined the academic enablers that help undergraduate students wi hearing impairment (SWHI) succeed in higher education, addressing their uniq obstacles. SWHI students have unique academic challenges that need tailored interventio and support services to improve their education. Promoting diversity and academic succe in higher education requires understanding these obstacles and supports. A census samp of 30 SWHI undergraduates from a private institution was used for a quantitative stud Surveys in sign language were analyzed using SPSS. (...) Descriptive and inferential statisti were used to analyze academic engagement, interpersonal skills, academic motivation, a study abilities. Academic Engagement demonstrated significant engagement with 56.1 asking test questions and 68.3% participating in classroom discussions. Interpersonal Ski showed active listening (78.0%) and good group work (75.6%). Academic motivati emphasized self-improvement (78.0%) and intrinsic curiosity (73.2%). 73.2% attended cla without doing homework, indicating study skills issues. Future studies should exami academic diversity and accessibility initiatives. (shrink)

This chapter offers a plea for the media to reframe its coverage of campus controversies from free expression to academic freedom. These freedoms are entwined, but distinct. Freedom of expression is extended to all persons with no expectation of quality control, apart from legal prohibitions against defamation, threats, etc. By contrast, academic freedom is a cluster of freedoms afforded to scholarly personnel for a particular purpose – namely, the pursuit of universities’ academic mission to seek truth and (...) advance understanding in the service of society. An academic freedom framing better reflects the distinctive social purpose around which universities are organized, as well as universities’ duty of care to employees and students. While universities have a legal and moral duty of care to all employees and students, the unjust, exclusionary past and present of higher education arguably makes that duty particularly acute in the case of equity-deserving (e.g., racialized, Indigenous, disabled or 2SLGBTQ+) people. Finally, academic freedom framing for campus media stories is less monolithic than free expression framing, allowing for a more nuanced understanding of campus controversies while keeping universities accountable to the public they serve. In this chapter, I survey three very different campus controversies at a single Canadian university, and the media response each received. I show how an academic freedom frame for those stories would have produced better reportage while reducing opportunities for bad actors to manipulate both universities and the media. At the end of the day, the real crisis at universities isn’t the cancellation of ill-judged events that were never a part of the academic mission; it is the ongoing erosion of academic freedom. (shrink)

Because of the COVID-19 pandemic, procrastination has become commonplace due to changes in teaching and learning, which trigger students' academic burnout. As a result, it has increased the intensity of procrastination among students who are enrolled in online learning programs. As a result, students have difficulty as a result of the rapid change from in-person learning to online learning. The study investigates the relationship between academic burnout and procrastination among 150 grade 12 senior high school students. Hence, this (...) study employed a correlational design. Based on the inferential analysis, the r coefficient of 0.71 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between academic burnout and academic procrastination among grade 12 senior high school students. (shrink)

I show that the social stratification of academic science can arise as a result of academics’ preference for reading work of high epistemic value. This is consistent with a view on which academic superstars are highly competent academics, but also with a view on which superstars arise primarily due to luck. I argue that stratification is beneficial if most superstars are competent, but not if most superstars are lucky. I also argue that it is impossible to tell whether (...) most superstars are in fact competent or lucky, or which group a given superstar belongs to, and hence whether stratification is overall beneficial. (shrink)

At the height of the COVID-19 pandemic, stringent lockdowns and sudden adjustments were enacted, both of which had a devastating effect on the economy of the Philippines and the method of education that was in place at the time. This resulted in shifts and serious challenges for everyone, particularly pupils from marginalized homes. Hence, this study employed a correlational design to determine if there is a significant relationship between academic burnout and academic procrastination among 150 grade 12 senior (...) high school students. The researchers used two instruments: Academic Procrastination Scale (APS) and Maslach Burnout Inventory (MBI) to measure the variables. Moreover, the statistical analysis reveals that the r coefficient of 0.80 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between procrastination and academic burnout among grade 12 senior high school students. (shrink)

Since philosophy is a notoriously difficult subject, one may think that the concept of adding rigor to a philosophy course is misguided. Isn’t reading difficult texts by Immanuel Kant or Friedrich Nietzsche enough to categorize a class as academically rigorous? This question is based on the misguided assumption that academic rigor has only to do with course content. While course content is a component of academic rigor, other aspects such as higher-order thinking, as well as how an instructor (...) designs and grades assignments, contribute to the level of academic rigor in a course. The author provides several ways to increase the level of academic rigor in a philosophy course based upon Bloom’s Taxonomy using examples from an introductory ethics course and then provides recommendations as to how to grade to promote academic rigor. (shrink)

This study evaluates the relationship between mental health and academic motivation among third-year college TES grantees. Thus, correlational design was employed to determine if there is a significant relationship between mental health and academic motivation among 150 third-year TES grantees. Statistical findings reveal that the r coefficient of 0.52 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between mental (...) health and academic motivation of third-year college TES grantees. Implications were discussed in the study. (shrink)