Background: In a situation of compulsory home isolation enacted by governments at the spreading of the Covid-19 pandemic, the emotional health and well-being of students became a key factor in the successful implementation of distance teaching methodologies in face-to-face education universities. Psychological well-being, an essential factor in preventing academic failure, has been threatened in this serious situation of unprecedented and stressful isolation. The aim of this study is to analyze the students' cognitive-emotional regulation as well as their beliefs and perceptions about the pandemic and this lockdown situation. With this extensive study we are carrying out, want to describe the extent to which the lockdown situation is a risk factor, and, in the future, make proposals for preventive and palliative actions, if necessary, to minimize this potential risk. Method: We applied the CERQ Cognitive Emotion Regulation Questionnaire by means of an online application together with a questionnaire, CC/covid-19, of objective description and subjective perception of the lockdown situation of the students, their conditions to study, general opinions about the pandemic and specific opinions about the real possibilities of implementing online education in the middle of the academic year at the university. 1910 valid responses from more than 80 universities in 13 different Spanish-speaking countries were obtained and submitted to descriptive analysis and modeling using structural equations. Results: Most of them consider that the lockdown decision is correct, that health systems are not prepared to deal with the pandemic, and that although the universities have adequate means, the teaching staff is not competent to implement online teaching methodologies. They have a good perception of the conditions of isolation, however, the time devoted to studying has not increased. One of the results of our study is the students' self-evaluation about their digital competence and their capacity to perform
En la Universidad del Siglo XXI, la función de liderazgo está en la base de los procesos de surgimiento, mantenimiento e institucionalización de una nueva cultura de la calidad (Fernández Cruz, 2015).En este contexto, las universidades han creado unas Unidades de Calidad como responsables de los procesos de acreditación, seguimiento y renovación de títulos que deben actuar como verdaderos impulsores de unas acciones de mejora para las que resulta indispensable la puesta en marcha de procesos de evaluación y seguimiento que exigen el ejercicio de un liderazgo que fomente una cultura de calidad que impregne el quehacer diario de la institución.Los nuevos Títulos de Grado establecidos dentro del Espacio Europeo de Educación Superior demandan una serie de actuaciones que deben ser ejecutadas por los llamados Coordinadores de Grado como responsables de la coordinación de los equipos docentes.Además de lo anterior, el proceso de internacionalización que conlleva el Espacio Europeo de Educación Superior supone el desarrollo de estrategias de liderazgo a nivel interno, que se han traducido hacia el exterior en un fuerte liderazgo institucional (Cleveland-Innes, 2012; Juárez-Casalengua, 2015), y en un impulso y liderazgo político e institucional de la UE.Por otra parte, y dado que la mayoría de los trabajos de investigación sobre liderazgo se han centrado tradicionalmente en los cargos directivos, hemos querido abordar desde una óptica alternativa la función de liderazgo que ejercen los estudiantes universitarios mediante los diferentes cargos de representación que desempeñan.Finalmente, dedicamos un apartado al estudio de la importancia que tiene la formación en liderazgo en los planes de estudio de los futuros maestros, comprobando que ante la carenciade una formación suficiente, los maestros buscan su preparación en el ejercicio del liderazgo fuera de su formación inicial: a través de cursos de formación continua o incluso de Másteres.
As a prior step to knowledge about leadership styles exercised by women in Spanish universities, it is imperative to know what the current situation as far as managerial positions is concerned. In this article, part of a broader study within the Gendercit Project (PIRSES-GA-2012-318960) in which the performance of the managers in different centers of the participating universities is addressed, a descriptive analysis of the current situation of the Spanish public universities is presented. With this purpose, data about the composition of the government teams of each university and each of their respective schools and colleges have been collected.The purpose of this research is to provide a description of the presence of women in two of the most important areas of government of the Spanish public university: education authorities, and the deanship of colleges or polytechnic schools. The information presented has been obtained by analyzing the web pages of each institution between 25 November and 30 January 2015. The indicator used in the study is an index that shows the percentage distribution of women and men in each group studied. The results show that, despite the great progress experienced, much remains to be done.
Abstract. Coccolithophores are potentially affected by ongoing ocean acidification, where rising CO2 lowers seawater pH and calcite saturation state (Ωcal). Southern Patagonian fjords and channels provide natural laboratories for studying these issues due to high variability in physical and chemical conditions. We surveyed coccolithophore assemblages in Patagonian fjords during late spring 2015 and early spring 2017. Surface Ωcal exhibited large variations driven mostly by freshwater inputs. High-Ωcal conditions (max. 3.6) occurred in the Archipelago Madre de Dios. Ωcal ranged from 2.0–2.6 in the western Strait of Magellan and 1.5–2.2 in the inner channel and was subsaturating (0.5) in Skyring Sound. Emiliania huxleyi was the only coccolithophore widely distributed in Patagonian fjords (> 96 % of total coccolithophores), only disappearing in the Skyring Sound, a semi-closed mesohaline system. Correspondence analysis associated higher E. huxleyi biomasses with lower diatom biomasses. The highest E. huxleyi abundances in Patagonia were in the lower range of those reported in Norwegian fjords. Predominant morphotypes were distinct from those previously documented in nearby oceans but similar to those of Norwegian fjords. Moderately calcified forms of E. huxleyi A morphotype were uniformly distributed throughout Patagonia fjords. The exceptional R/hyper-calcified coccoliths, associated with low Ωcal values in Chilean and Peruvian coastal upwellings, were a minor component associated with high Ωcal levels in Patagonia. Outlying mean index (OMI) niche analysis suggested that pH and Ωcal conditions explained most variation in the realized niches of E. huxleyi morphotypes. The moderately calcified A morphotype exhibited the widest niche breadth (generalist), while the R/hyper-calcified morphotype exhibited a more restricted realized niche (specialist). Nevertheless, when considering an expanded sampling domain, including nearby southeast Pacific coastal and offshore waters, even the R/hyper-calcified morphotype exhibited a higher niche breadth than other closely phylogenetically related coccolithophore species. The occurrence of E. huxleyi in naturally low pH–Ωcal environments indicates that its ecological response is plastic and capable of adaptation.
ste artículo presenta los resultados de una investigación realizada con directores de centros de Educación Secundaria de Ceuta. Dicho trabajo trata de determinar las concepciones que los directores tienen acerca del liderazgo que ejercen en sus respectivos centros.Aunque son múltiples los trabajos realizados sobre la influencia del liderazgo de los directivos en el funcionamiento de los centros, no abundan los estudios dedicados a realizar una autoevaluación del mismo.Esta investigación pone de manifiesto que las dimensiones evaluadas (carisma, consideración individual, estimulación intelectual, inspiración y participación) mediante el empleo de cuestionarios y entrevistas alcanzan puntuaciones superiores al punto medio del intervalo utilizado, llegando a alcanzar en el caso de uno de los directores el máximo valor de la escala en la dimensión correspondiente a estimulación intelectual.Estos resultados aconsejan la replicación del estudio para tratar de determinar el liderazgo real que estos directivos ejercen en sus centros con el fin de establecer las correlaciones oportunas entre ambos tipos de medida. De este modo estaríamos conjugando las dos modalidades de evaluación (interna y externa) que permitirían el posterior diseño de planes formativos ajustados a la realidad.
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