Human Behaviors and Social Dynamics in Primary Prevention Failures During Pandemics: A Narrative Review of Behavioral and Systemic Challenges in Primary Prevention | Chapter 4 | Disease and Health: Research Developments Vol. 6

Aims: This study explores psychosocial and philosophical aspects of pandemic prevention and dissemination, focusing on the current COVID-19 pandemic. It examines why individuals resist primary prevention measures during pandemics despite awareness of the risks and identifies cognitive biases influencing such decisions.

Study Design: This narrative review synthesizes existing literature and integrates findings from our prior research on pandemic psychology and philosophy. Its purpose is to provide a comprehensive understanding of the behavioral and social aspects of pandemic dissemination and integrate it with the current literature on pandemic psychology and philosophy.

Methodology: We conducted a narrative review, combining our previous research with relevant studies to develop a unified model explaining health behaviors related to pandemic prevention. A meta-ethnographical approach helped us condense the relevant literature.

Conclusion: The current literature and our research show that pandemic prevention is not always endorsed by part of the population due to underlying cognitive, emotional, and environmental factors. Our findings reveal that primary prevention of pandemics needs further understanding of peoples’ motives and reasons for declining to adopt measures to protect themselves.

 

Author (s) Details

Carlo Lazzari
International Centre for Healthcare and Medical Education, London, UK.

 

Marco Rabottini
International Centre for Healthcare and Medical Education, London, UK.

 

Please see the book here:- https://doi.org/10.9734/bpi/dhrd/v6/4554

The Development of Metacognition: How it Defines and How it can be Done | Chapter 9 | An Overview of Literature, Language and Education Research Vol. 9

The development of metacognition is illustrated by five studies. They are defined as self-management skills, metacognitive knowledge and metamemory. The development of metacognition begins at preschool-aged children in a variety of classroom activities. There is now consensus amongst researchers that metacognition consists of both metacognitive knowledge and the processes of regulation and control of cognition. These researchers provide evidence of young children’s awareness of and capability to understand mental activity to regulate cognition and emotions.

 

Author (s) Details

Wen Ma
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

 

Xiufang Wang
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

 

Bo Zhang
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/4233

When Teacher’s Beliefs and Student’s Self-esteem Are in Conflict: A Case for Including Social Metacognition in Teacher Education Curriculum | Chapter 7 | An Overview of Literature, Language and Education Research Vol. 2

Social metacognition is a blend of sociology, psychology and cognition. One area that this branch of study investigates is the matches and mismatches between one’s assessment of oneself and the assessment by others in a social context. The pedagogical potentials of social metacognition form the core of this paper. Though not based on any empirical study, the conclusions arrived at in this study are mainly drawn from long-time observations of the changes in the behavioural patterns of school children.

As the title suggests, this paper attempts to juxtapose these two fundamental concepts underlying the success (or failure) of teaching. Culturally absorbed professional behaviours such as teacher entitlement and teacher belief most often function in antithesis to children’s genetically acquired self-esteem. Judgments have been cited as the main component of cognition by psychologists. We judge ourselves and we are constantly being judged by others. In these simultaneously occurring processes, the data being studied need not be the same. Even if the same, the mode of observation being subjective, judgement certainly differs; and as a result, our self-judgments need not correspond with others’ assessment about us. In a social group like a class or school, this conflict leads to irreparable relationship breakdown. This paper is an attempt to study the effect of one such mismatch between teacher beliefs and student’s self-judgment by applying certain fundamental principles of social metacognition in pedagogy.

 

Author (s) Details

 

P. Bhaskaran Nair
Department of English, Pondicherry University, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v2/928

Intricacies of Animal Behaviour: From Evolutionary Foundations to Practical Application | Book Publisher International

"Intricacies of Animal Behavior: From Evolutionary Foundations to Practical Application" delves into the fascinating world of animal behavior, exploring its evolutionary origins, ecological significance, and practical implications across various disciplines. Beginning with an overview of the evolutionary foundations of animal behavior, the book examines key concepts such as natural selection, genetic predispositions, and adaptive behaviors. It then delves into the diversity of animal behaviors across different taxa, from insects to mammals, highlighting the role of social interactions, communication, and cognition. Drawing on insights from ethology, ecology, and evolutionary biology, the book explores how animal behavior shapes ecological dynamics, species interactions, and ecosystem functioning. Furthermore, it discusses the practical applications of understanding animal behavior in fields such as conservation biology, animal welfare, and human-animal interactions. Through a multidisciplinary approach, this book provides a comprehensive understanding of the intricacies of animal behavior and its broader implications for science, society, and conservation efforts".

Author(s) Details:

Nayan K. Prasad,
Department of Zoology, RRM Campus, Tribhuvan University, Nepal.

Kumari Shachi,
Department of Zoology, K.S. College, Laheriasarai, L.N. Mithila University, Darbhanga, India.

Please see the link here: https://stm.bookpi.org/IABFEFPA/article/view/14211

The Role of Other Social Beings in Metacognition: How it Defines and How it can be Done for Kindergarden Classroom | Chapter 11 | Progress in Language, Literature and Education Research Vol. 6

First, Kontos’s study explained how parent-child interaction is a necessary precursor to the child’s development of metacognitive skill [1]. In a second study, Gauvain and Rogoff [2] conducted two studies examining the collaborative problem solving among adult-child, child-child and individual child and its impact on children’s solo planning skills. A third study, Harris, Kupinski, and Johnson [3] assessed the influence of maternal teaching on the preschoolers’ categorization knowledge. A fourth study, Perry and her colleagues carried out a qualitative study exploring the teaching-learning contexts and how they fostered learners’ development of self-regulated learning [4]. Finally, Larkin [5] studied how collaborative group work among peers influenced the development of individual metacognitive processing. Collectively, the studies suggest that joint activities create spaces for children to develop metacognitive experience.

Author(s) Details:

Wen Ma,
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

Xiufang Wang,
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

Bo Zhang,
Department of Education, Langfang Normal University, 100 Aimin West Road, Langfang, Hebei 065000, China.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13705

Effects of a Single Session of Whole Body Vibration on Stroke Symptoms: A Pilot Study | Chapter 12 | Advanced Concepts in Medicine and Medical Research Vol. 5

 This episode aims to examine the influence of a single gathering with lower request repetitions of WBV on processing speed, backlash time, balance and adaptability in stroke patients.Physiotherapy and ancestry thinners are the main treatments for the engine aftereffects of a stroke. Studies conducted accompanying various patient groups fully body quivering exercise healing demonstrate beneficial outcomes accompanying just one request. Whole body quivering therapy is still not continually very successful in stroke sufferers.A alone session of 6 or 12 Hz of whole material vibration has a helpful effect on processing speed, backlash, flexibility, and balance in stroke cases.Nine stroke patients (age 65.66 ± 8.35 age, mean time past because stroke 11.53 ± 9.58 months) and five healthful peers (age 69.20 ± 5.81 years) were each randomized in two groups bear hardship whole body quivering at 6 and 12 Hz, respectively. Before and following in position or time the treatment of 5 x 60 seconds accompanying a break of 60 seconds between each set, the Digit Symbol Test, Ruler Drop Test, Sit & Reach, One Leg Stance, and a force plate calculation were performed.There is sameness between 6 and 12 Hz situation groups and no interplay effect for factor period*group. Therefore the results of both groups (6 and 12 Hz stroke inmates vs. 6 and 12 Hz healthy) are summed up in each case. Here, in the Digit Symbol Test, significant belongings are found for the determinants time, group and interplay period*group. In the one limb stance, a important effect for group is visible, in the Sit & Reach a meaningful effect for group and time.A distinct session of WBV accompanying lower application recurrences (6/12 Hz) can have a positive effect on the dispose of speed and elasticity of stroke patients. Nevertheless, further studies must try to cultivate an optimal preparation protocol for this patient group.

Author(s) Details:

Andrea Dincher,
Institute for Sports Sciences, RPTU Kaiserslautern-Landau, Germany and Sports Sciences Institute, Saarland University, Germany.

Please see the link here: https://stm.bookpi.org/ACMMR-V5/article/view/12564

Cognition and Anxiety: An Emerging Role of Complementary and Alternative Medicines | Chapter 3 | Current Practice in Medical Science Vol. 2

The goal of this study is to identify the functions of different herbs in cognition and anxiety, and to explore the use of Medhya rasayana, particularly for memory and intelligence, as a complementary and generally safe medication.

In the history of modern medicine, the prevalence of dementia in the elderly is unparalleled. Effective symptomatic therapies or prevention strategies have not yet been developed to address a "epidemic" of illnesses like Alzheimer's. Current prescription medications include N-methyl D-aspartate receptor antagonists and cholinesterase inhibitors (Donapezil) (Memantine). Additionally, there are various prescription treatments for mood disorders, anxiety, and insomnia, but many patients find it difficult to endure the side effects, do not respond well, or eventually stop responding. The use of ethnobotanicals for memory, cognition, and anxiety has gained popularity recently. In particular, medhya botanicals are known to foster intellect. Therapeutic minerals and herbs are significantly less likely to have adverse effects, and many of them may be used in place of conventional medicine or to increase its efficacy.

Author(s) Details:

M. Yadav,

King George’s Medical University, India.

J. Akhtar,

King George’s Medical University, India.

R. Pal,

King George’s Medical University, India.

R. K. Dixit,

King George’s Medical University, India.

R. Nath,

King George’s Medical University, India.

Please see the link here: https://stm.bookpi.org/CPMS-V2/article/view/7342

Study about Intellectual Disabilities: Sensomotor Integration, Cognition and Behaviour – Strategy of Education and Treatment | Chapter 5 | Current Research in Language, Literature and Education Vol.4

This chapter examines several aspects of educational and rehabilitation interventions for children with intellectual disabilities that can take place in schools or other rehabilitation settings. Bruner's concept of so-called growth sciences, which comprise both special education and rehabilitation, is the foundation for the proposed strategy. The focus is on the theoretical, diagnostic, and rehabilitative strategy for this child population, which is focused on the implementation of educational and treatment activities. Based on applied research, we seek to define interventions in education and rehabilitation for children with modest intellectual disabilities. The study included 124 students in school settings who were evaluated on their cognitive and academic abilities. We recommend educational and therapy methods for these children in light of these findings.

Author(s) Details:

Dragana Macesic-Petrovic,
Faculty of Special Education and Rehabilitation, University of Belgrade, Serbia.

Jasmina Kovacevic,
Faculty of Special Education and Rehabilitation, University of Belgrade, Serbia.


Husnija Hasanbegovic,
Faculty of Special Education and Rehabilitation, University of Tuzla, Bosnia and Herzegovina.

Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6156

Practicing Alternate Nostril Breathing on Long Run Affect P300 and Visual Evoked Potential among Medical Students | Chapter 14 | Issues and Developments in Medicine and Medical Research Vol. 1

 An important aspect of pranayama is alternate nostril breathing (ANB). Pranayama is a breathing practise that allows you to control your breathing. Alternate nostril breathing is known to modify cardiorespiratory parameters, evoked potentials, and cognition soon after practise (ANB). Though numerous studies have been conducted to determine the immediate effects of ANB, only a handful have been conducted among medical students in south India to determine its impact after six weeks of practise. As a result, this research was picked.

The goal was to record and compare VEP parameters and P300 in medical college students before and after 6 weeks of ANB.

Materials and Procedures: After receiving approval from the institution's ethical committee, both male and female volunteers gave their informed consent, ensuring that the inclusion and exclusion criteria were met. P300 auditory event related potential and visual evoked potential were obtained in 100 undergraduate medical college students in the department of Physiology before and after 6 weeks of practising ANB.

Results: Using SPSS 23, the VEP parameters and P300 were tabulated as MeanSD and evaluated. To compare the parameters before and after ANB, the students paired t test was performed. After ANB, the medical students' N2-P300 (V), P100 (ms), N75(ms), N145(ms), and N74-P100 (V) were shown to be significantly different. Male and female pupils were also compared using the unpaired test.

Discussion: Among medical students, regular practise of ANB was observed to improve the amplitude of P300, decrease latency, and raise the amplitude of VEP parameter.

Conclusion: Students were encouraged to practise pranayama on a regular basis to improve cognition, nerve conduction, and nerve fibre recruitment, as indicated by changes in P300 and VEP metrics.

Author(S) Details

U. Karthika Priyadharshini
Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry, India.

M. Pavithra
Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry, India.

View Book:- https://stm.bookpi.org/IDMMR-V1/article/view/5052

Practicing Alternate Nostril Breathing on Long Run Affect P300 and Visual Evoked Potential among Medical Students | Chapter 14 | Recent Developments in Medicine and Medical Research Vol. 13

 An important aspect of pranayama is alternate nostril breathing (ANB). Pranayama is a breathing practise that allows you to control your breathing. Alternate nostril breathing is known to modify cardiorespiratory parameters, evoked potentials, and cognition soon after practise (ANB). Though numerous studies have been conducted to determine the immediate effects of ANB, only a handful have been conducted among medical students in south India to determine its impact after six weeks of practise. As a result, this research was picked.

The goal was to record and compare VEP parameters and P300 in medical college students before and after 6 weeks of ANB.

Materials and Procedures: After receiving approval from the institution's ethical committee, both male and female volunteers gave their informed consent, ensuring that the inclusion and exclusion criteria were met. P300 auditory event related potential and visual evoked potential were obtained in 100 undergraduate medical college students in the department of Physiology before and after 6 weeks of practising ANB.

Results: Using SPSS 23, the VEP parameters and P300 were tabulated as MeanSD and evaluated. To compare the parameters before and after ANB, the students paired t test was performed. After ANB, the medical students' N2-P300 (V), P100 (ms), N75(ms), N145(ms), and N74-P100 (V) were shown to be significantly different. Male and female pupils were also compared using the unpaired test.

Discussion: Among medical students, regular practise of ANB was observed to improve the amplitude of P300, decrease latency, and raise the amplitude of VEP parameter.

Conclusion: Students were encouraged to practise pranayama on a regular basis to improve cognition, nerve conduction, and nerve fibre recruitment, as indicated by changes in P300 and VEP metrics.

Author(S) Details

U. Karthika Priyadharshini
Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry, India.

M. Pavithra
Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry, India.

View Book:- https://stm.bookpi.org/IDMMR-V1/article/view/5052

Intervention Strategies: Cognition, Behavior, and Intellectual Disabilities | Chapter 5 | Highlights on Medicine and Medical Research Vol. 15

 Introduction: This study is part of a larger research project, and it was published as an article based on our previous research experiences1. The purpose of this study was to encourage and rehabilitate neurophysiological processes of attention, behavior, and cognition in children with intellectual disabilities. It also emphasizes the concept of treatment and rehabilitation, which is based on new strategies. The goal of this study was to shed light on the cognitive and behavioral functioning of children with mild intellectual disabilities in relation to different aspects of the treatment strategies used. The study also presents new treatment strategies for the Covid 19 pandemic. Materials and Methods: The study sample consisted of 124 participants with mild intellectual disability, both sexes, aged 8 to 13 years, from Belgrade primary schools. In this study, we used the Trial Making Test (TMT; Reitan, 1971; Hamdan, Hamdan, 2009.) to assess attention, the IOWA Conners' Rating Scale for Children to assess behavior, and the Test of Concept Utilization (TCU; Crager & Lane, 1989; Macesic-Petrovic, Kovacevic, Djuric-Zdravkovic, 2013.) to assess cognitive function. According to the findings, more than half of the children surveyed have developmental disabilities in the areas studied. and a statistically significant relationship between the treatment modalities used and the abilities and functions tested (r = 0.52-0.59, p 0.01). The study emphasizes the importance of implementing a multimodal oriented approach, which includes: team work of professionals and non-professionals (cooperation between professionals and parents), complementary treatment (medical and special treatment, psychosocial interventions, combination of treatment strategies), psychotherapy and psychopharmacotherapy as needed. in addition to special education rehabilitation based on individual educational and training programs (IEP and ITP). It also focuses treatment strategies in the situation of Covid 19, due to its potential influence on the study's conclusion. Finally, we proposed new treatment strategies, focusing on the new pandemic existential situation, with an emphasis on special rehabilitation treatment and a combination of strategy treatment.

Author (S) Details

Ms. Dragana Maćešić-Petrović
University of Belgrade, Faculty of Special Education and Rehabilitation, Visokog Stevana 2, Belgrade, 11000, Serbia.


Ms. Jasmina Kovačević
University of Belgrade, Faculty of Special Education and Rehabilitation, Visokog Stevana 2, Belgrade, 11000, Serbia.

Mr. Husnija Hasanbegović
University of Tuzla, Faculty of Special Education and Rehabilitation, Univerzitetska 1, Tuzla, 75000, Bosnia and Herzegovina.

View Book :- https://stm.bookpi.org/HMMR-V15/article/view/1955

A Sedentary Lifestyle and Cognitive Function | Chapter 6 | Challenges in Disease and Health Research Vol. 6

 Sedentary behavior is hypothesized to be a potential target in its own right—the growing number of people with cognitive impairment emphasizes the importance of better understanding these risk factors. Sedentary behavior is associated with lower global cognitive functioning and slower cognitive decline, particularly in the elderly. Neuropsychological evaluations are classified based on the domain of thought being tested. Global cognition (e.g., the Mini-Mental State Examination), concentration (sustained alertness, including the Mini-Mental State Examination), and other domains can be considered. executive function (a group of cognitive mechanisms responsible for initiating and tracking goal-oriented behaviors), memory (storing and retrieving goal-oriented behaviors), and working memory (short-term manipulation of information encountered). Sedentary behavior can be accompanied by other factors such as depression, a drinking and smoking habit, social distancing and occupation, sleep disruption, disease history, and eventually lead to cognitive impairment. Although preliminary evidence suggests that sedentary activity is associated with cognitive function, the extent of this relationship is unknown.

Author (S) Details

Dr. Arbind Kumar Choudhary
Department of Physiology, All India Institute of Medical Science, Raebareli, Uttar Pradesh, India.

Dr. Sundareswaran Loganathan
Department of Physiology, All India Institute of Medical Science, Guwahati, Assam, India.

Dr. Kuppusamy Maheshkumar
Department of Biochemistry and Physiology, Government Yoga and Naturopathy Medical College and Hospital, Chennai, India.

View Book :- https://stm.bookpi.org/CDHR-V6/article/view/1666

Iron Deficiency Anemia and Learning Capacity in Children | Chapter 14 | Challenges in Disease and Health Research Vol. 8

 The prevalence of iron deficiency (IDA), which reduces cognitive performance, work performance and durability, in developing and underdeveloped countries is high. Children represent one of the groups most affected for this disorder, leading to decreased cognitiveness, delayed development of psychomotors, changes in behaviour and physical development. Different studies have addressed the association between the IDA and child development, but on this issue there is no consensus. In this context, this review highlights the results of the principal published studies on this topic in an effort to provide all participants in this discussion with insightful comments.

Author (s) Details

Francisco Plácido Nogueira Arcanjo
Universidade Federal do Ceará, Campus Sobral, Ceará, Brazil.

Eliana Pereira Vellozo
Department of Pediatrics, Universidade Federal de São Paulo / Escola Paulista de Medicina, São Paulo, São Paulo, Brazil.

Maria Aparecida Zanetti Passos
Postgraduate Program in Education and Health in Childhood and Adolescence, Universidade Federal de São Paulo / Escola Paulista de Medicina, São Paulo, São Paulo, Brazil.

Mikkael Duarte dos Santos
Universidade Federal do Ceará, Campus Sobral, Ceará, Brazil and Centro Universitário INTA, Sobral, Ceará, Brazil.

Francisca Júlia dos Santos Sousa
Universidade Federal do Ceará, Campus Sobral, Ceará, Brazil.

Cecília Costa Arcanjo
Universidade Federal do Ceará, Campus Sobral, Ceará, Brazil.

Maria Sylvia de Souza Vitalle
Postgraduate Program in Education and Health in Childhood and Adolescence, Universidade Federal de São Paulo / Escola Paulista de Medicina, São Paulo, São Paulo, Brazil and Department of Adolescent Medicine, Universidade Federal de São Paulo / Escola Paulista de Medicina, São Paulo, São Paulo, Brazil.

View Book :- https://stm.bookpi.org/CDHR-V8/article/view/1432

The Limits of Mind and “The Bignetti Model” | Chapter 8 | New Horizons in Education and Social Studies Vol. 9

The mind is so limited that it is unable to provide us with an objective image of truth. And the advanced instruments it has invented can only have a subjective view of reality. Exploring "Neural Correlates of Consciousness" (NCC) is one example; by doing so, we can illustrate the direct path from brain to mind by focusing solely on the physiological, functional dimensions of Consciousness, while the objective, empirical meaning of it remains a futile hope for resolving an insurmountable conflict of interest. This unresolved dispute is primarily responsible for the emergence of three false dualisms in the mind. Like in as in a Matrioska The main outcome of this dualistic viewpoint of his mind in each person is the perception of the presence of a Free-Will-possessing Self. But, how come cognitive processes are so successful in everyday life? The "Bignetti Model" is a cognitive model that describes how cognition can occur in five steps based solely on mental illusions.

Author (s) Details

Enrico Bignetti
University of Parma, Italy.

View Book :- https://stm.bookpi.org/NHESS-V9/issue/view/52