New Dimensions to the Analysis of Student Survey Results in the Instructional Process in Higher Education

AbstractThe main purpose is to shed light on the student perception on the quality of higher education instructional process in the state system, as well as to discover the extent to which students are satisfied with their institution across the seven dimensions examined: the roles of teachers in higher education, the qualities of a teacher, the attitude of teacher and its impact on student, the student-teacher relationship, the effectiveness of assessment and teaching methods, and student learning and his/her time for individual study. The paper is structured as follows; first the concept instructional process is discussed as well as existing methods of achieving student feedback. Then, the survey methodology is explained. After this, the results are presented, followed by a discussion of issues

Intersubjectivity and autism spectrum disorder between neuroscience and psychoanalysis: Emerging perspectives and pedagogical implications

Aim of this work is to reflect on what neurobiology, cognitive sciences and psychoanalysis have understood about intersubjectivity and the organization of the mind in autism spectrum disorder integrating principles and constructs of the different approaches in order to outline new perspectives for intervention also in the educational field. Autism spectrum disorders, like all complex phenomena, in fact, require multiple points of view that reflect the variety and unpredictability of evolutionary dynamics and outcomes (Contini, 2012; Canevaro, 2013). The study of these disorders  in an integrated perspective also favors not only the knowledge of atypical mental functioning but also, as Kandel (2018) points out, the understanding of normal mental processes and this has a great impact on educational practices. The study of intersubjectivity today represents a common basis for a constructive dialogue between neuroscience and psychoanalysis, providing large sharing areas for the study of interpersonal relationships and the implementation of interventions aimed at developing affective, communicative and emotional potential

Technological use behaviors, personality and university performance among italian university students

Aims of this study are to improve the understanding of the types of internet use among young people, surveying the average time spent online weekly and the different types of internet use; to asses the risk of internet addiction and to investigate the relationship between behaviours in technological use, personality characteristics and academic performance. The sample consists of 870 Italian third-year university students. The Multidimensional Personality Profile (MPP), the Questionnaire about the Internet use, abuse and addiction (UADI) and a personal data sheet (age, gender, type of faculty attended, year of course, number of university exams taken and average of marks obtained) have been administered online. The use of the Internet in our sample is mainly not a problematical one. Significant correlations were found between Self regulation and Dissociation (r = −0.36) and between Machiavellism/cynism and Escape (r = 0.36), Dissociation (r = 0.33) and Experimentation (r = 0.34). Academic performance of the students was significantly and negatively correlated with total internet addiction score (r= - 0,34)

INFLUENCE OF DIFFERENT FERTILIZERS ON NPK CONTENT IN SOIL, IN CONSERVATION AGRICULTURE SYSTEM

This paper presents the results obtained from an experiment carried out in conservation agriculture system. Six types of fertilizers, i.e. N, NP, NPK and potassium humate NPK that contain various forms of nitrogen were tested. The experiments placed on cambic phaeozem at SCDA Teleorman were conducted using soybeans as crops, and fertilizers dosages of 50, 100, 150 and 200 kg N/ha. The influence of fertilizers on the nitrogen, phosphorus, potassium, content in the soil after the harvest was investigated. Soil samples were collected at a depth of 0-20 cm. The laboratory tests were performed on conditioned soil samples. The experimental data was statistically processed using analysis of variance.It was observed that the use of fertilizers increased of the nitrogen content from the soil from 0.157% for the unfertilized sample to 0.189% for the sample fertilized with NPK 15:15:15 at the application dosage of 100 kg N / ha (21.8%). The phosphorus content increased from 72 ppm P2O5 in the case of the unfertilized sample to 98 ppm P2O5 for the sample fertilized with NP 20: 20: 0 (200 kg / ha dosage)

Inadequate Lopinavir Concentrations With Modified 8-hourly Lopinavir/Ritonavir 4:1 Dosing During Rifampicin-based Tuberculosis Treatment in Children Living With HIV

Background: Lopinavir/ritonavir plasma concentrations are profoundly reduced when co-administered with rifampicin. Super-boosting of lopinavir/ritonavir is limited by nonavailability of single-entity ritonavir, while double-dosing of co-formulated lopinavir/ritonavir given twice-daily produces suboptimal lopinavir concentrations in young children. We evaluated whether increased daily dosing with modified 8-hourly lopinavir/ritonavir 4:1 would maintain therapeutic plasma concentrations of lopinavir in children living with HIV receiving rifampicin-based antituberculosis treatment. // Methods: Children with HIV/tuberculosis coinfection weighing 3.0 to 19.9kg, on rifampicin-based antituberculosis treatment were commenced or switched to 8-hourly liquid lopinavir/ritonavir 4:1 with increased daily dosing using weight-band dosing approach. A standard twice-daily dosing of lopinavir/ritonavir was resumed 2 weeks after completing antituberculosis treatment. Plasma sampling was conducted during and 4 weeks after completing antituberculosis treatment. // Results: Of 20 children enrolled; 15, 1–7 years old, had pharmacokinetics sampling available for analysis. Lopinavir concentrations (median [range]) on 8-hourly lopinavir/ritonavir co-administered with rifampicin (n = 15; area under the curve0–24 55.32mg/h/L [0.30–398.7mg/h/L]; Cmax 3.04mg/L [0.03–18.6mg/L]; C8hr 0.90mg/L [0.01–13.7mg/L]) were lower than on standard dosing without rifampicin (n = 12; area under the curve24 121.63mg/h/L [2.56–487.3mg/h/L]; Cmax 9.45mg/L [0.39–26.4mg/L]; C12hr 3.03mg/L [0.01–17.7mg/L]). During and after rifampicin cotreatment, only 7 of 15 (44.7%) and 8 of 12 (66.7%) children, respectively, achieved targeted pre-dose lopinavir concentrations ≥1mg/L. // Conclusions: Modified 8-hourly dosing of lopinavir/ritonavir failed to achieve adequate lopinavir concentrations with concurrent antituberculosis treatment. The subtherapeutic lopinavir exposures on standard dosing after antituberculosis treatment are of concern and requires further evaluation