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Self-perceived emotional intelligence in healthcare personnel is not just an individual skill but a work tool, which is even more necessary in times of crisis. This article aimed to determine emotional intelligence as perceived by students studying nursing at the University of Colima, Mexico, a year after the start of the COVID-19 pandemic. A cross-sectional survey of an academic year stratified population of 349 students was conducted, using the Trait Meta-Mood Scale-24 instrument. A global descriptive analysis was performed for each school year. Additionally, an ANOVA was performed, and a Multiple Correspondence Analysis was executed. It is essential to highlight the high percentages for emotional attention within the results. However, a large percentage of students required improvement in emotional attention, clarity, and repair. According to their school year, significant differences were observed among student groups within the three emotional intelligence subscales (p < 0.05). Second-year students had low levels in the three subscales of emotional intelligence, while fourth-year students had adequate levels. We established that the scores were different depending on the school year, with a significant decrease in second-year students. The implementation of educational programs could aid in the development of emotional skills in students from the health field, especially in times of crisis.

Self-perceived emotional intelligence in healthcare personnel is not just an individual skill but a work tool, which is even more necessary in times of crisis. This article aimed to determine emotional intelligence as perceived by students studying nursing at the University of Colima, Mexico, a year after the start of the COVID-19 pandemic. A cross-sectional survey of an academic year stratified population of 349 students was conducted, using the Trait Meta-Mood Scale-24 instrument. A global descriptive analysis was performed for each school year. Additionally, an ANOVA was performed, and a Multiple Correspondence Analysis was executed. It is essential to highlight the high percentages for emotional attention within the results. However, a large percentage of students required improvement in emotional attention, clarity, and repair. According to their school year, significant differences were observed among student groups within the three emotional intelligence subscales (p < 0.05). Second-year students had low levels in the three subscales of emotional intelligence, while fourth-year students had adequate levels. We established that the scores were different depending on the school year, with a significant decrease in second-year students. The implementation of educational programs could aid in the development of emotional skills in students from the health field, especially in times of crisis.

The scientific literature has been insisting in recent years on a new valorization of the body that this article tries to study empirically. The instrument of measurement is the test devised by Casares and Collados (1998), which divides body values into 10 categories and it has been applied to a sample of 536 students from 1st year of Bachillerato in Castilla y León region of Spain during the academic year 2017/18. Two different procedures are performed to obtain results, by words and by body values. Also, in each of these procedures, both the maximum frequencies and the mean values are analyzed, eventually resulting in three different routes. The results obtained from the three methodologies show different characteristics and are not susceptible of comparative due to the heterogeneity in the units of measurement, however, the hierarchies derived from them do allow comparison in this regard. The most common trends linking students with contemporary Western society and post-modern body are examined. The results show pleasure value as the most fulfilling and religion as the least. Likewise, the biological, aesthetic, intellectual and affective-social body values are highlighted as the most pleasing after pleasure value, while the ecological, ethical and dynamic values are highlighted as less pleasant. All this, generally speaking, supports the perspective described by the literature about the postmodern body and its great value as an organic structure to the detriment of its human function, impacting on various fields that require intervention., La literatura científica viene insistiendo en los últimos años en una nueva valorización del cuerpo que el presente artículo tratade estudiar empíricamente. El instrumento de medida es el test elaborado por Casares y Collados (1998) que clasifica en 10 los valoresdel cuerpo y se ha aplicado a una muestra de 536 estudiantes de 1º de Bachillerato en Castilla y León en el curso escolar 2017/18. Se llevana cabo dos procedimientos diferenciados en la obtención de resultados, por palabras y por valores del cuerpo. Asimismo, en cada uno deestos procedimientos se analiza tanto las frecuencias máximas como los valores medios, derivando finalmente en tres vías diferentes. Laspuntuaciones obtenidas según las tres metodologías presentan características distintas y no susceptibles de comparativa dada laheterogeneidad en las unidades de medida, mientras sus jerarquías derivadas sí permiten comparación al respecto. Se estudian lastendencias más generalizadas que vinculan a los estudiantes con la sociedad occidental contemporánea y el cuerpo postmoderno. Losresultados muestran el valor placer como el más agradable y el religioso como el menos. Asimismo, los valores del cuerpo biológico,estético, intelectual y afectivo-social son destacados como los más agradables después del placer, mientras los valores ecológico, ético ydinámico son destacados como menos agradables. Todo ello apoya en general la perspectiva descrita por la literatura sobre el cuerpopostmoderno y su gran valoración como estructura orgánica en detrimento de su función humana, repercutiendo en campos diversos quedemandan una intervención.

Tématem studie je problematika českého menšinového školství v meziválečném Československu. Konkrétním cílem textu je popsat a interpretovat významné události a jevy, které doprovázely školní život na českých obecných menšinových školách v politickém okresu Ústí nad Labem v průběhu školního roku. Výzkum vychází z historiografického přístupu dějin každodennosti. Data byla získána studiem a analýzou archivních materiálů uložených v Archivu města Ústí nad Labem a Národním archivu v Praze a analýzou memoárů Emmi-Goldrun Schellberger uložených v Sudetoněmeckém institutu v Mnichově. Studie přináší ojedinělý pohled do každodenního života českých obecných menšinových škol. Ukazuje například okolnosti zahájení a závěru školního roku, průběh vyučovací hodiny, aktivit žáků během přestávek mezi vyučovacími hodinami a dalších jevů spojených se školním životem, které získané archivní materiály umožnily odhalit., This study examines Czech minority education in interwar Czechoslovakia. It aims to describe and interpret significant events and phenomena that accompanied school life at Czech primary minority schools in the political district of Ústí nad Labem during the school year. The present study is based on a historiographic approach to the history of everyday life. The data were obtained by studying and analyzing archive materials deposited in the Archive of the City of Ústí nad Labem and the National Archive in Prague and also by analyzing the memoirs of Emmi-Goldrun Schellberger deposited at the Sudetenland Institute in Munich. This study brings unique insights into the everyday life of Czech primary minority schools. It shows, for example, the circumstances of the beginning and the end of the school year, the course of a lesson, the activities of pupils during breaks between lessons, and other phenomena related to school life which the archival materials were able to reveal., info:eu-repo/semantics/openAccess

Tématem studie je problematika českého menšinového školství v meziválečném Československu. Konkrétním cílem textu je popsat a interpretovat významné události a jevy, které doprovázely školní život na českých obecných menšinových školách v politickém okresu Ústí nad Labem v průběhu školního roku. Výzkum vychází z historiografického přístupu dějin každodennosti. Data byla získána studiem a analýzou archivních materiálů uložených v Archivu města Ústí nad Labem a Národním archivu v Praze a analýzou memoárů Emmi-Goldrun Schellberger uložených v Sudetoněmeckém institutu v Mnichově. Studie přináší ojedinělý pohled do každodenního života českých obecných menšinových škol. Ukazuje například okolnosti zahájení a závěru školního roku, průběh vyučovací hodiny, aktivit žáků během přestávek mezi vyučovacími hodinami a dalších jevů spojených se školním životem, které získané archivní materiály umožnily odhalit., This study examines Czech minority education in interwar Czechoslovakia. It aims to describe and interpret significant events and phenomena that accompanied school life at Czech primary minority schools in the political district of Ústí nad Labem during the school year. The present study is based on a historiographic approach to the history of everyday life. The data were obtained by studying and analyzing archive materials deposited in the Archive of the City of Ústí nad Labem and the National Archive in Prague and also by analyzing the memoirs of Emmi-Goldrun Schellberger deposited at the Sudetenland Institute in Munich. This study brings unique insights into the everyday life of Czech primary minority schools. It shows, for example, the circumstances of the beginning and the end of the school year, the course of a lesson, the activities of pupils during breaks between lessons, and other phenomena related to school life which the archival materials were able to reveal., info:eu-repo/semantics/openAccess

Tématem studie je problematika českého menšinového školství v meziválečném Československu. Konkrétním cílem textu je popsat a interpretovat významné události a jevy, které doprovázely školní život na českých obecných menšinových školách v politickém okresu Ústí nad Labem v průběhu školního roku. Výzkum vychází z historiografického přístupu dějin každodennosti. Data byla získána studiem a analýzou archivních materiálů uložených v Archivu města Ústí nad Labem a Národním archivu v Praze a analýzou memoárů Emmi-Goldrun Schellberger uložených v Sudetoněmeckém institutu v Mnichově. Studie přináší ojedinělý pohled do každodenního života českých obecných menšinových škol. Ukazuje například okolnosti zahájení a závěru školního roku, průběh vyučovací hodiny, aktivit žáků během přestávek mezi vyučovacími hodinami a dalších jevů spojených se školním životem, které získané archivní materiály umožnily odhalit., This study examines Czech minority education in interwar Czechoslovakia. It aims to describe and interpret significant events and phenomena that accompanied school life at Czech primary minority schools in the political district of Ústí nad Labem during the school year. The present study is based on a historiographic approach to the history of everyday life. The data were obtained by studying and analyzing archive materials deposited in the Archive of the City of Ústí nad Labem and the National Archive in Prague and also by analyzing the memoirs of Emmi-Goldrun Schellberger deposited at the Sudetenland Institute in Munich. This study brings unique insights into the everyday life of Czech primary minority schools. It shows, for example, the circumstances of the beginning and the end of the school year, the course of a lesson, the activities of pupils during breaks between lessons, and other phenomena related to school life which the archival materials were able to reveal., info:eu-repo/semantics/openAccess

Tématem studie je problematika českého menšinového školství v meziválečném Československu. Konkrétním cílem textu je popsat a interpretovat významné události a jevy, které doprovázely školní život na českých obecných menšinových školách v politickém okresu Ústí nad Labem v průběhu školního roku. Výzkum vychází z historiografického přístupu dějin každodennosti. Data byla získána studiem a analýzou archivních materiálů uložených v Archivu města Ústí nad Labem a Národním archivu v Praze a analýzou memoárů Emmi-Goldrun Schellberger uložených v Sudetoněmeckém institutu v Mnichově. Studie přináší ojedinělý pohled do každodenního života českých obecných menšinových škol. Ukazuje například okolnosti zahájení a závěru školního roku, průběh vyučovací hodiny, aktivit žáků během přestávek mezi vyučovacími hodinami a dalších jevů spojených se školním životem, které získané archivní materiály umožnily odhalit., This study examines Czech minority education in interwar Czechoslovakia. It aims to describe and interpret significant events and phenomena that accompanied school life at Czech primary minority schools in the political district of Ústí nad Labem during the school year. The present study is based on a historiographic approach to the history of everyday life. The data were obtained by studying and analyzing archive materials deposited in the Archive of the City of Ústí nad Labem and the National Archive in Prague and also by analyzing the memoirs of Emmi-Goldrun Schellberger deposited at the Sudetenland Institute in Munich. This study brings unique insights into the everyday life of Czech primary minority schools. It shows, for example, the circumstances of the beginning and the end of the school year, the course of a lesson, the activities of pupils during breaks between lessons, and other phenomena related to school life which the archival materials were able to reveal.

Thesis (Educat.D.)--Florida Atlantic University, 1978., Summary: The purpose of this study was to record and analyze the effects of a year-round school plan, namely Concept Six, during its first year of operation, on a small comprehensive high school. Three components critical to the success of the project were isolated for in-depth study: support services, quarter courses, and extracurricular activities. The study also included the historical background of year--round schools and the current status of year-round education at the secondary level. Recommendations for further study include the following items: availability and quality of curriculum; participation in extra-curricular activities, effects of early graduation on students and high school programs: community acceptance of year-round school; effects of geographic tracking on socialization cf students; academic performance; scheduling processes; discipline and attendance., College of Education, Collection: FAU Electronic Theses and Dissertations Collection