Kapak copy.pdf

Prometheus - Journal of Philosophy

O presente artigo visa abordar os exercícios espirituais tal como concebidos por Pierre Hadot a partir dos escritos de Marco Aurélio. Busca-se propiciar uma compreensão desses exercícios por meio de distintas obras de Hadot, abarcando mais detidamente exercícios fundamentais para o estoicismo em Marco Aurélio, sendo eles a contemplação da natureza e da consciência cósmica.

J. Baev en K. Grozev (eds.), World War One (1914-1918). 40th International Congress of Military History Varna, Bulgaria (31 August – 5 September 2014), Sofia, St. Kliment Ohridski University Press, 2015, p. 765-790., 2015

The First World War is particularly associated with the bloody offensives on the Western front. Only a few months after its outbreak, the war got stuck in an unprecedented stalemate. The various armies tried to break through the front with new and heavier weaponry, but systematically, offensives ended in a failure with tens of thousands of casualties. This article considers the reasons for this by analysing the various ways by which attack and defence were organized. We also look at how the Germans almost achieved a breakthrough in Spring 1918 and how it was finally to the Allies to win the war.

Yoga Mimamsa, 2023

The aim is to evaluate the quantification of the therapeutic effect of yoga in children with autism spectrum disorder (ASD). Design: The study design involves randomized controlled trial. Setting: The study was conducted in Satya Special School, Puducherry. Patients: Data on 18 children with ASD were collected after 6 months of yoga therapy intervention. Methods: Collection of the data necessary to develop a therapeutic effect scoring system in yoga for autism spectrum disorder (TESS-YFA) which is the average of the first three times of practice for each yoga technique given in the yoga therapy protocol after completion of yoga intervention. Results are presented as mean ± standard deviation and the data were normally distributed. Measurements and Results: The overall mean therapeutic effect scoring system (TESS) (5)-YFA was significantly lower than the mean TESS (4)-YFA. Thus, both systems showed highly significant mean differences (p < 0.001). TESS (4)-YFA was 25% higher than TESS (5)-YFA with the same coefficient of variation (34.3%). The relationship between the two systems was TESS (4)-YFA = 19.93 + 4.98 TESS (5)-YFA. Conclusion: TESS (4)-YFA was validated and showed a higher therapeutic effect in the scoring system with the same coefficient of variation. Thus, the results indicate that TESS (4)-YFA can replace TESS (5)-YFA for the measurement of the therapeutic effect of yoga in children with ASD.

2021

Original articles are full length papers describing original research. The paper should not exceed 15 pages of double-spaced typed text (including abstract, tables, figures and references). One double-spaced typed page contains approximately 300-350 words. Reviews are normally by invitation from the Editor-in-Chief. However, authors are encouraged to submit a tentative title and a table of contents of a proposed review for consideration. These reviews should not exceed 20 pages of double-spaced typed text (including abstract, tables, figures and references). Scientific notes and short communications to the Editor usually on matters of general concern to plant protection, are welcome but should not exceed 4 typed pages. The decision to publish submitted scientific notes and short communications with the Editor-in-Chief. Manuscripts should be written in clear, concise, and grammatically correct English. Submission of a manuscript implies: that the work described has not been published...

Objective: Metacognition is a multi-component psychological construct, characterized by the ability to identify and describe one's own mental states and those of others. Evidence has been found for an association between impairments in metacognitive abilities and poor social functioning, low quality of life, severity of psychopathology in Personality Disorders (PDs). However, to date, there are few psychometrically validated instruments available for assessing the different components of metacognition. A self-report questionnaire, the Metacognition Self-Assessment Scale (MSAS), has been developed to evaluate the different functions of metacognition (Monitoring, Integration, Differentiation and Decentration) as defined in the framework of Metacognitive Multi-Function Model (Semerari et al. 2003, 2007). The aim of the present study is to preliminarily investigate the psychometric properties of the MSAS in a large non-clinical sample. Method: The MSAS was administered to 6659 people randomly recruited from the general population. Exploratory and confirmatory factor analyses were carried out to examine the dimensionality of the MSAS. Results: The results of the exploratory and confirmatory factor analyses revealed a good fit for a four-factor model of metacognition and suggested that metacognition as measured by the MSAS is a multidimensional construct consisting of one general factor with several sub-components. All Monitoring and Integration items loaded on the first factor which appeared to correspond to self-directed reflective cognition, that we named Self-Reflectivity. The Differentiation and Decentration items loaded on the second factor that captures the ability to distance oneself from cognitions and evaluate them critically, we named it Critical Distance. Items related to Monitoring Others' cognitions constituted a separated factor, related to the ability to understand others' minds, we named this factor Understanding Other Minds. The results also supported the hyp othesis that metacognitive regulation (i.e. Mastery) constitutes a separate metacognitive function, relatively independent of the metacognitive knowledge-related functions. Conclusions: These preliminary results confirm that the MSAS has the premises to be validated as a reliable instrument for measuring metacognition and its components. In particular, the MSAS could represent a useful and flexible instrument for a rapid screening of metacognitive abilities in both clinical and non-clinical contexts.

Il Covile, 2024

Relazione conclusiva del II Corso di Lingua e Cultura Siciliana “Aci e Galatea”. Acireale, 18 maggio 2024

RESUMEN La experiencia que se presenta se deriva de la aplicación de la metodología de Design Thinking (DT) como herramienta de apoyo en procesos de investigación cualitativa en la formación metodológica de estudiantes de Doctorado en Ciencias de la Educación. Se utilizó como base el enfoque de DT de IDEO y de manera complementaria los instrumentos propuestos por LUMA Institute. La metodología se aplicó con 15 estudiantes de doctorado, en esta ponencia se presenta el resultado obtenido con uno de ellos, el cual tiene como objetivo analizar el estrés académico en la práctica clínica y sus estrategias de afrontamiento. Con la aplicación de la metodología de DT y sus diversas herramientas, se observó que éstos aportan elementos por medio de los cuales es posible realizar análisis y observaciones a través del planteamiento de preguntas orientadas a lograr una mejor identificación del problema de investigación desde nuevas perspectivas y con soluciones innovadoras que tal vez no se habrían logrado utilizando enfoques metodológicos cualitativos tradicionales. Como conclusión, la aplicación de la metodología DT permitió facilitar el proceso de identificación del problema inicial, el objeto de estudio, contexto e " insights " que motivaron la creación de nuevas preguntas de investigación con un enfoque más centrado en el objeto de investigación (alumnos, profesores e incluso instituciones educativas). Palabras clave: Design Thinking, Investigación Cualitativa, estrés académico, estrés en la práctica clínica, estrategias de afrontamiento.

Narrare I Gruppi, 2013