Sociological Perspectives on the Quality of Life Correlated with the State of Health

Gemene, Carmen; Unguru, Elena; Sandu, Antonio

doi:10.18662/po/37

Cited by 6 publications

(9 citation statements)

References 13 publications

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“…We are aware of the importance related to the affective dimension in learning, as a motivation and stimulation factor which vigorously supports the educative endeavor. This is the reason for initiating the exploratory study (Gemene, Unguru, & Sandu, 2018), in order to identify the cognitive and affective variables specific to Responsible Research and Innovation, aspects which may contribute to rethink the manner in which science lessons are approached in schools.…”

Section: Methodsmentioning

confidence: 99%

Cognitive and Emotional Dimensions Recorded when Implementing Specific Responsible Research and Innovation Aspects in Science Lessons

Santi

Gorghiu

2019

RREM

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At the age when the mental processes involved in learning and the interest of students are at a high level of development, the school must find the opportunities and paths that are best suited for making their effective covering in practice. Teenagers broaden their sphere of interest, explore the cognitive and practical skills, feel the need to engage in novel and valuable projects, and-in this respect-science lessons represent opportunities to manifest their abilities. The classical approachin which there is little emphasis on making experiments, and the creation of contexts from which the student discovers, investigates, seeks solutions-, does not correspond to the cognitive, affective and motivational profile of nowadays students. Students do not like a passive role, they want to be actively involved in the process of knowledge, to initiate demarches, to be leaders and to be free to practice their creativity and inventiveness. Science disciplines should not be seen like abstracting of contents-far from the students' knowledge interests-but should give them the opportunity to intervene directly in experiments, independently, stimulating in this way their desire to search and to seek answers. The student learns better by doing, not just by seeing or hearing. Responsible Research and Innovation-through its specific dimensions-is able to create proper frames for making students very interested in science, adapting the learning demarches by rethinking the lessons as opportunities to capitalize the cognitive and affective features of students' personality in the learning process.

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Section: Methodsmentioning

confidence: 99%

Cognitive and Emotional Dimensions Recorded when Implementing Specific Responsible Research and Innovation Aspects in Science Lessons

Santi

Gorghiu

2019

RREM

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“…Self-medication in the absence of medical supervision leads to a worsening of the patient' s health condition and the quality of his life. Sociological studies on quality of life bring together research in disparate areas, which provide them with gnoseological coherence (Gemene, Unguru, & Sandu, 2018).…”

Section: I T E R a T U R E R E V I E Wmentioning

confidence: 99%

“…From a sociological point of view, the concept of quality of life is an evaluation concept. It does not refer to any class of objects or social phenomena as descriptive concepts, but to their evaluation (Gemene et al, 2018). In contrast to general quality of life studies, health-related quality of life analyzes the extent to which the health condition and the therapeutic processes influence well-being or maintain it within the limits of a relative normal.…”

Section: I T E R a T U R E R E V I E Wmentioning

confidence: 99%

Perspective on the Double Edges of Virtual Reality in Medicine - both Addiction & Treatment

Găină¹,

Boloș²,

Alexinschi³

et al. 2021

BRAIN

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Although the therapeutic potential of virtual reality has been foreseen since over half a century ago, the lack of graphical processing power made it impossible to apply in medical therapeutic sciences until last decade; nowadays, the hardware required for virtual reality is even 100 times more affordable. A head-mounted display induces immersivity engulfing the subject’s eyesight perception in a stereoscopic manner. The same tool that may aid better self understanding and bonding can also trigger psychopathological mechanisms through which the user becomes alienated from the real world. As virtual reality became even more popular during SARS-COV2 pandemic, users worldwide have spent more time into a virtual world. Depersonalization/derealization syndrome can occur if virtual reality is abused. The greater the person’s involvement in virtual reality, the greater the chance of a lack of bodily self (depersonalization). Controllers that mimic hands could prevent the subject from acknowledging the real world as true – derealization. Virtual reality’s dissociative potential is related to individual psychological traits and prolonged exposure. Children are the most prone to develop behavioral changes. Adults may develop behavioral problems related to virtual reality gaming, gambling, pornography and also social networking through created avatars. Blue light wavelength could harm sleep architecture and circadian rhythm by disrupting melatonin, therefore making virtual reality exposure problematic after sunset. State of the art reveals that using virtual reality in a therapeutic manner, actually facilitates the fight against addictions with cue therapy intended to extinguish conditioned response. The exposure to a substance (nicotine, alcohol, or any other psychoactive recreational abuse potential substances) can trigger craving in a controlled environment, that is malleable in the hands of the therapist. Virtual reality can offer an exposure perspective that is both vivid enough to be a challenge, but also safe enough to ensure patient involvement and to amplify the therapeutic alliance.

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“…This article wants to underline the importance of knowing and deepening the pathophysiological mechanism (Gemene et al, 2018) that leads to the installation of cerebral oedema in DKA, focusing on the potential of the thanatogenerator mechanism.…”

Section: Introductionmentioning

confidence: 99%

Cerebral Oedema in Diabetic Ketoacidosis

Gîrlescu

Hunea

Diac

et al. 2020

BRAIN

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Cerebral oedema in diabetic ketoacidosis (CODKA) is a controversial subject both in medical and forensic practice as well as in the specialized literature, in the light of the non-homogeneous theories regarding the pathophysiological mechanisms. It would seem that the ground of CEDKA would be a combination/fusion of processes that affect both metabolic changes in diabetic ketoacidosis (DKA) and aggressive therapy to combat DKA. This article wants to underline the importance of knowing and deepening the pathophysiological mechanism that leads to the installation of cerebral oedema (CO) in DKA, focusing on the potential of the thanatogenerator mechanism.

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Sociological Perspectives on the Quality of Life Correlated with the State of Health

Cited by 6 publications

References 13 publications

Cognitive and Emotional Dimensions Recorded when Implementing Specific Responsible Research and Innovation Aspects in Science Lessons

Cognitive and Emotional Dimensions Recorded when Implementing Specific Responsible Research and Innovation Aspects in Science Lessons

Perspective on the Double Edges of Virtual Reality in Medicine - both Addiction & Treatment

Cerebral Oedema in Diabetic Ketoacidosis

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