Parents’ interpretations of emotion regulation and its implementation in parenting

Abstract. The aim of this study is to explore the parents’ perception of emotion regulation and how it supports parents in upbringing children. The importance of this topic is dictated by the need to understand with what knowledge, skills, or areas parents might begin to immerse themselves in this learning process. This study has assumed to start parents’ learning path with examining parenting styles and practices as “a constellation of attitudes toward the child” and emotion regulation as a specific area. A total of 11 parents were recruited for the current study. The data were collected through two questionnaires including a Likert scale assessment to examine parenting styles and emotional practices and a semi-structured interview to explore parents’ interpretations of emotion regulation and self-assessment of parenting styles/practices (8 participants took part in the interview). Based on the questionnaire analysis, the parents were divided into 3 groups. Group 1 — with a pronounced authoritative style and emotion-coaching practice, Group 2 — with a slight predominance of an authoritative style and dismissing emotional practice, Group 3 — with an authoritative style and dismissing and did not participate in the interview. The qualitative analysis presented that those parents, who pay attention to emotion regulation and purposefully implement it in parenting, tend to display the authoritative style and the emotion-coaching parenting practice, interpret emotion regulation in multifaceted dimensions, taking into account their internal perception of emotions (acceptance, awareness), influencing emotion (regulation), and social interests. The less knowledgeable parents in the emotional area do not appropriately take into account acceptance and awareness of emotions, especially negative, and they use fewer strategies compared with the emotion coachers. Moreover, results showed that the application of knowledge on emotional regulation in practice often depends on the internal state of the parents. Additionally, the main reasons were identified why parents want to be aware of emotion regulation, where they emphasized the importance of emotions in parent-child relationships

Gameful Experience in Game-Based Ethics Learning: Comparison between Intransigent and Compromise Types of Ethics Sense-Making Activities

Among various pedagogical tools for teaching ethics, games have gained significant attention, especially in the context of social learning, due to their advantages in simulating real-world ethical dilemmas and perpetuating individual and social reflection. While different reflective pedagogy may have differing learning outcomes, when embedded in the context of game-based learning they may also differently give rise to experiences induced by games. Therefore, this study conducts a two-factor (i.e., intransigence and compromise) within-subjects design experiment on the differences in overall and sub-dimensions of gameful experiences stemming from the different ethical sense-making styles the games provide (i.e., non-social approach, intransigence, compromise, and principled negotiations). The results indicate both intransigence and compromise have significant main effects on accomplishment, challenge, immersion, playfulness, and social experience, while a significant interaction effect was observed only for the social dimension of gameful experience

Gamification in Ethics Education: A Literature Review

Ethical literacy plays a significant role in human beings’ decision-making, influencing the quality of interpersonal relationships, harmony, well-being, and the sustainable development of society, economy, and technology. Among various pedagogical techniques, gamification, simulations, roleplay, and other game-based approaches have been recognized as potential avenues for experience and interactive-based pedagogy for ethics education. Although there is a rapidly increasing number of studies on game-based learning, the effect of gamification on the success of ethics learning is still unclear. Therefore, by conducting a systematic review of the extant empirical literature (N=101), this study aims at exploring the state of the art of gamification in ethics education, considering research design, adopted theories, gamification interventions, dimensions of ethics learning and effects of gamification. The literature synthesis revealed a variety of utilizing gamification for ethics learning in different facets with mostly positive outcomes. Based on the discussion of the main findings, seven different directions for future research are further proposed

Gameful Experience in Game-Based Ethics Learning: Comparison between Intransigent and Compromise Types of Ethics Sense-Making Activities

Among various pedagogical tools for teaching ethics, games have gained significant attention, especially in the context of social learning, due to their advantages in simulating real-world ethical dilemmas and perpetuating individual and social reflection. While different reflective pedagogy may have differing learning outcomes, when embedded in the context of game-based learning they may also differently give rise to experiences induced by games. Therefore, this study conducts a two-factor (i.e., intransigence and compromise) within-subjects design experiment on the differences in overall and sub-dimensions of gameful experiences stemming from the different ethical sense-making styles the games provide (i.e., non-social approach, intransigence, compromise, and principled negotiations). The results indicate both intransigence and compromise have significant main effects on accomplishment, challenge, immersion, playfulness, and social experience, while a significant interaction effect was observed only for the social dimension of gameful experience.Peer reviewe

Gamification in Ethics Education: A Literature Review

Ethical literacy plays a significant role in human beings’ decision-making, influencing the quality of interpersonal relationships, harmony, well-being, and the sustainable development of society, economy, and technology. Among various pedagogical techniques, gamification, simulations, roleplay, and other game-based approaches have been recognized as potential avenues for experience and interactive-based pedagogy for ethics education. Although there is a rapidly increasing number of studies on game-based learning, the effect of gamification on the success of ethics learning is still unclear. Therefore, by conducting a systematic review of the extant empirical literature (N=101), this study aims at exploring the state of the art of gamification in ethics education, considering research design, adopted theories, gamification interventions, dimensions of ethics learning and effects of gamification. The literature synthesis revealed a variety of utilizing gamification for ethics learning in different facets with mostly positive outcomes. Based on the discussion of the main findings, seven different directions for future research are further proposed.Peer reviewe

Plasma-liquid interactions: a review and roadmap

Plasma-liquid interactions represent a growing interdisciplinary area of research involving plasma science, fluid dynamics, heat and mass transfer, photolysis, multiphase chemistry and aerosol science. This review provides an assessment of the state-of-the-art of this multidisciplinary area and identifies the key research challenges. The developments in diagnostics, modeling and further extensions of cross section and reaction rate databases that are necessary to address these challenges are discussed. The review focusses on non-equilibrium plasmas

Comparative study of chlorenchyma of vegetative organs in Phragmites australis and Molinia caerulea (Poaceae, Arundinoideae)

Background. The description of assimilatory tissue in grasses of the subfamily Arundinoideaewas carried out on cross-sections of abovegroundorgans. The purpose of the work was a comparative study of the spatial form of assimilatory cells and the structure of the chlorenchyma of vegetative organs in Phragmites australis and Molinia caerulea, as representatives of the subfamily Arundinoideae, which have an arundinoid type of leaf anatomy. Materials and methods. At P. australis and M. caerulea, the anatomical structure of the chlorophyll-bearing parenchyma of leaf blades and leaf sheaths located in the middle part of the generative shoot, as well as the stem in its upper part, was studied in transverse and longitudinal sections under a light microscope. Plant samples were fixed in mixture of Hammalunda. Results. The chlorenchyma of vegetative organs of P. australis is represented by different variants of cellular and lobed cells, both flat, when complex projections are available only in one direction, and more complicated, having complex contours in two and three directions. The assimilation tissue of the vegetative organs of M. caerulea mainly consists of flat cellular cells. Conclusions. In the vegetative organs of P. australis and M. caerulea, a fairly dense arrangement of small-sized chlorenchyma cells, especially under the epidermis, is observed, the leaves of both species are close in their density of filling with chloroplasts. At the same time, these grasses differ in the structure of the mesophyll of leaf blades and the variety of forms of assimilatory cells in the chlorenchyma of vegetative organs

Ljubov´ čevengurskich brat´ev i sester: reprezentacija telesnosti v romane A. Platonova

Günther H. Ljubov´ čevengurskich brat´ev i sester: reprezentacija telesnosti v romane A. Platonova. In: Zvereva GI, ed. Reprezentacii telesnosti. Moskva: Rossijskij Gos. Gumanitarnyj Univ.; 2003: 97-111

POLITICS, ACTIVISM AND TROLLING ON THE RUSSIAN INTERNET

In the years that have passed since the social media powered protest movement of 2011-2012, the Russian government has dramatically expanded its restrictions on the Internet, while simultaneously consolidating its grip on traditional media. The Internet, which long provided a space for alternative media and free speech to blossom, is becoming increasingly restricted by a growing corpus of legislation and expanding state surveillance. With legally ill-defined prohibitions on, e.g., offending the feelings of religious believers, propagating 'non-traditional family values' and disseminating 'extremism' in place, online freedom of speech in Russia is at threat. Meanwhile, the Russian state continues to refine its skills in covertly manipulating online discourses, as it has quite successfully practiced it since the 2000s. Yet, because of its transnational configuration, the Internet continues to evade comprehensive state control and offers ever new opportunities for disseminating and consuming dissenting opinions. Developments over the past year, including the series of anti-corruption mass protests organised by opposition leader Aleksei Navalny's Anti-Corruption Foundation, have demonstrated how online challenges to the status-quo are still able to gather momentum and create 'real world' political turbulence. The panel presents a multifaceted investigation of how the Russian-language segment of the Internet, often dubbed Runet, is shaped by and gives shape to online politics and activism. How should we understand the particular complexities of these contestations between an increasingly authoritarian state and its citizens? How are these processes facilitated or hampered by the infrastructural conditions created by national and global media industries and internet companies

Mechanochemical Synthesis and DC Electrical Conductivity of PANI-Based MWCNT Containing Nanocomposites with Te⁰ and Bi₂Te₃ Thermoelectric Nanophase

Nowadays, the search for the coupled polymer nanocomposite thermoelectrics that exhibit a high value of thermoelectric figure of merit (ZT) and similar behaviour of physical properties for the use as legs of thermoelectric cells is a current challenge. The direct current (DC) conductivity is one of the three important components of thermoelectric figure of merit. The aim of this study was to obtain PANI-based nanothermoelectrics with Te0 and Bi2Te3 nanoparticles and MWCNT by mechanochemical methodology and to investigate the dependency of their DC electrical conductivity on temperature in the 298–353 K range using the Arrhenius and Mott’s variable range hopping (VRH) models. Inorganic Te0 and Bi2Te3 nanoparticles were pre-synthesized by the available and environmentally friendly method using a commercial tellurium powder. The samples obtained were characterized by X-ray diffractometry (XRD), IR and UV-Vis spectroscopy. The XRD study of ES-PANI/Te0 (4.4 wt% Te0) and ES-PANI/Bi2Te3 (2.9 wt% Bi2Te3) nanocomposites found that the nanoparticle average size was 32 nm and 17 nm, respectively. The DC conductivity study of the samples with different nanophase content (2.1, 4.4, 10.2 wt% Te0, 1.5, 2.9, 7.3 wt% Bi2Te3, 1.5 wt% MWCNT) by the two points measurement method reveals the following: (a) the presence of inorganic nanophase reduces the conductivity compared to the matrix, (b) the addition of MWCNT in ES-PANI increases its electrical conductivity, (c) the conductivity of ES-PANI/Te0 as well as ES-PANI/Bi2Te3 nanocomposite rises with the increasing inorganic nanophase content, (d) the observed increase in the electrical conductivity of MWCNT-based nanocomposites with increasing inorganic nanophase content is interrupted by a characteristic area of decrease in its value at average values of inorganic nanoparticles content (at Te0 content of 4.4 wt%, at Bi2Te3 content of 2.9 wt%), (e) a similar DC conductivity behaviour in ES-PANI/Te0—ES-PANI/Bi2Te3 and ES-PANI/Te0-MWCNT—ES-PANI/Bi2Te3-MWCNT nanocomposite pairs is observed