Explorar la contribución de la regulación emocional Interpersonal al desarrollo profesional sostenible y el bienestar de los profesores de EFL antes de servir

There is a large body of research endorsing the role of interpersonal skills and emotion regulation in English as a foreign language teachers’ professionalism and psychological states. However, scant research has been done on pre-service EFL teachers’ interpersonal emotion regulation (IER) and the way it can contribute to their sustainable professional development (SPD) and sense of wellbeing. To bridge the gap, this qualitative study examined the perceptions of 34 Chinese pre-service EFL teachers regarding such an interplay using a semi-structured interview. The results of content and thematic analysis revealed that IER strategies used by pre-service EFL teachers had different contributions to their SPD and wellbeing by establishing ‘a supportive learning environment’, ‘strong classroom rapport’, ‘interpersonal communication’, and ‘emotional literacy’. Furthermore, it was indicated that the participants used different activities and practices to regulate and balance their IER strategies to gain SPD and wellbeing including ‘self-oriented’, ‘other-oriented’, and ‘professional development’ activities. The study ends in a discussion of the findings and presents a number of conclusions and future lines of research considering the impact of interpersonal emotions and their regulation on EFL teachers’ professionalism and wellbeing.Hay un gran cuerpo de investigación que respalda el papel de las habilidades interpersonales y la regulación de las emociones en el profesionalismo y los Estados psicológicos de los profesores de inglés como lengua extranjera. Sin embargo, se ha realizado escasa investigación sobre la regulación emocional interpersonal (IER) de los profesores de EFL en formación y la forma en que puede contribuir a su desarrollo profesional sostenible (SPD) y sentido de bienestar. Para cerrar la brecha, este estudio cualitativo examinó las percepciones de 34 profesores chinos de EFL con respecto a tal interacción usando una entrevista semiestructurada. Los resultados del análisis de contenido y temático revelaron que las estrategias de IER utilizadas por los profesores de EFL en formación tuvieron diferentes contribuciones a su SPD y bienestar al establecer "un entorno de aprendizaje de apoyo", "fuerte relación en el aula", "comunicación interpersonal" y "alfabetización emocional". Además, se indicó que los participantes utilizaron diferentes actividades y prácticas para regular y equilibrar sus estrategias de ia para obtener SPD y bienestar, incluyendo actividades "autoorientadas", "orientadas a otros" y "desarrollo profesional". El estudio concluye con una discusión de los hallazgos y presenta una serie de conclusiones y futuras líneas de investigación considerando el impacto de las emociones interpersonales y su regulación en la profesionalidad y el bienestar de los docentes de EFL

Explorar la contribución de la regulación emocional Interpersonal al desarrollo profesional sostenible y el bienestar de los profesores de EFL antes de servir

There is a large body of research endorsing the role of interpersonal skills and emotion regulation in English as a foreign language teachers’ professionalism and psychological states. However, scant research has been done on pre-service EFL teachers’ interpersonal emotion regulation (IER) and the way it can contribute to their sustainable professional development (SPD) and sense of wellbeing. To bridge the gap, this qualitative study examined the perceptions of 34 Chinese pre-service EFL teachers regarding such an interplay using a semi-structured interview. The results of content and thematic analysis revealed that IER strategies used by pre-service EFL teachers had different contributions to their SPD and wellbeing by establishing ‘a supportive learning environment’, ‘strong classroom rapport’, ‘interpersonal communication’, and ‘emotional literacy’. Furthermore, it was indicated that the participants used different activities and practices to regulate and balance their IER strategies to gain SPD and wellbeing including ‘self-oriented’, ‘other-oriented’, and ‘professional development’ activities. The study ends in a discussion of the findings and presents a number of conclusions and future lines of research considering the impact of interpersonal emotions and their regulation on EFL teachers’ professionalism and wellbeing.Hay un gran cuerpo de investigación que respalda el papel de las habilidades interpersonales y la regulación de las emociones en el profesionalismo y los Estados psicológicos de los profesores de inglés como lengua extranjera. Sin embargo, se ha realizado escasa investigación sobre la regulación emocional interpersonal (IER) de los profesores de EFL en formación y la forma en que puede contribuir a su desarrollo profesional sostenible (SPD) y sentido de bienestar. Para cerrar la brecha, este estudio cualitativo examinó las percepciones de 34 profesores chinos de EFL con respecto a tal interacción usando una entrevista semiestructurada. Los resultados del análisis de contenido y temático revelaron que las estrategias de IER utilizadas por los profesores de EFL en formación tuvieron diferentes contribuciones a su SPD y bienestar al establecer "un entorno de aprendizaje de apoyo", "fuerte relación en el aula", "comunicación interpersonal" y "alfabetización emocional". Además, se indicó que los participantes utilizaron diferentes actividades y prácticas para regular y equilibrar sus estrategias de ia para obtener SPD y bienestar, incluyendo actividades "autoorientadas", "orientadas a otros" y "desarrollo profesional". El estudio concluye con una discusión de los hallazgos y presenta una serie de conclusiones y futuras líneas de investigación considerando el impacto de las emociones interpersonales y su regulación en la profesionalidad y el bienestar de los docentes de EFL

Exploración de las percepciones de los profesores en formación chinos sobre el desarrollo profesional autodirigido: Beneficios y retos revelados

Teaching has long been regarded as a demanding and complicated job, in which teachers play a vital role. To be effective and successful in this profession, they need to constantly engage in professional development programs. However, such programs are mostly externally driven with teachers playing passive roles. Against this pitfall, self-directed professional development (SDPD) has recently captured the attention of educational researchers. Yet, the benefits and challenges of SDPD in pre-service programs are unknown in EFL contexts. To fill this gap, this study used a semi-structured interview with 50 Chinese pre-service teachers regarding their perceptions of this mode of professional development. The findings of thematic analysis obtained by MAXQDA software (v. 2022) revealed that the most frequent benefits of SDPD were being “needs-based” and “self-directed”, which, in turn, produce “flexibility”, “autonomy”, and “professional knowledge development” in teachers. Concerning the challenges in implementing SDPD, “lack of professional interaction/assistance” from external forces and being “labor-intensive” for teachers were posed most frequently by the participants. Despite these complexities, most of the Chinese pre-service teachers (82%) preferred self-directed and self-initiated PD given their potential and effectiveness. The study encourages EFL educators to revisit their perspectives, plans, and strategies regarding professionalism and professional development. FUNDING INFORMATION. This study is a part of a research project on ‘The Training Mode of the Five-Year Bilingual International Talents under the Background of New Liberal Arts Construction’ supported by Nanjing Normal University’s New Liberal Arts Research and Reform Project in 2021.La enseñanza se ha considerado como un trabajo exigente y complicado en que los docentes desempeñan un papel vital. Para ser efectivos y exitosos, los maestros deben participar en programas de desarrollo profesional (DP). Sin embargo, tales programas son principalmente impulsados con roles pasivos. El desarrollo profesional autodirigido (SDPD) ha llamado la atención de los investigadores. Los beneficios y desafíos del SDPD en programas de pre-servicio se desconocen en el contexto chino de EFL. Este estudio adoptó una entrevista semiestructurada con 50 futuros maestros chinos sobre el SDPD. Los hallazgos obtenidos por MAXQDA (Versión 2022) revelaron que los beneficios más frecuentes del SDPD eran ser “basado en necesidades” y “autodirigido”, lo que produce “flexibilidad”, “autonomía” y “desarrollo del conocimiento profesional” en los docentes. Con respecto a los desafíos en implementar SDPD, los participantes plantearon con mayor frecuencia la “falta de interacción/ asistencia profesional” de fuerzas externas y el hecho de que sean “intensivos en labor”. A pesar de estas complejidades, el 82% de los entrevistados preferían el DP autodirigido y autoiniciado debido a su potencial y eficacia. El estudio alienta a los educadores de EFL a revisar sus perspectivas, planes y estrategias con respecto al profesionalismo y el DP

Assessing the time synchronisation of EEG systems

This study compared the synchronisation of a medical grade Electroencephalography (EEG) system, the g.Tec, and a consumer grade EEG system, the Emotiv. Data was collected from both systems using the lab streaming layer (LSL). Both EEG systems recorded an electric signal from the surface of a customised gel phantom. The electric signal was generated using a solar cell which was illuminated by a monitor presenting a sequence of black and white images. Test results show that the g.Tec had a mean delay of 51.22 ms from the stimulus onset and the Emotiv had a mean delay of 162.69 ms from the stimulus onset. The result should be taken into account with future ERP studies which will use either the EEG system and the lab streaming layer. The design of this experiment provides a smart way to evaluate the temporal accuracy of other EEG systems

Constructing a dynamic model for damage detection of pipelines using a hybrid modeling approach

This work presents a method for predicting vibration at any location along the span of a pipeline using a model constructed from experimental data. The hybrid approach involves the construction of an initial model using system identification techniques of experimental data, and a modified model using Linear Quadratic Estimator (LQE) and Linear Quadratic Regulator (LQR) approach. The combination of the two approaches resulted in a system that is capable of predicting vibration at random locations along the span of the pipe section using minimal feedback from physical system. Change in vibration signature at any location on the pipeline can be used as an early warning against damage at that location. The proposed method can be utilized as a practical damage detection technique of underground pipelines and buried structures. The validity of the propose approach has been examined experimentally and the results are presented

Association of Obstructive Sleep Apnea With Cardiovascular Outcomes in Patients With Acute Coronary Syndrome.

Background The prognostic significance of obstructive sleep apnea ( OSA ) in patients with acute coronary syndrome ( ACS ) in the contemporary era is unclear. We performed a large, prospective cohort study and did a landmark analysis to delineate the association of OSA with subsequent cardiovascular events after ACS onset. Methods and Results Between June 2015 and May 2017, consecutive eligible patients admitted for ACS underwent cardiorespiratory polygraphy during hospitalization. OSA was defined as an apnea-hypopnea index ≥15 events·h-1. The primary end point was major adverse cardiovascular and cerebrovascular event ( MACCE ), including cardiovascular death, myocardial infarction, stroke, ischemia-driven revascularization, or hospitalization for unstable angina or heart failure. OSA was present in 403 of 804 (50.1%) patients. During median follow-up of 1 year, cumulative incidence of MACCE was significantly higher in the OSA group than in the non- OSA group (log-rank, P=0.041). Multivariate analysis showed that OSA was nominally associated with incidence of MACCE (adjusted hazard ratio, 1.55; 95% CI, 0.94-2.57; P=0.085). In the landmark analysis, patients with OSA had 3.9 times the risk of incurring a MACCE after 1 year (adjusted hazard ratio, 3.87; 95% CI, 1.20-12.46; P=0.023), but no increased risk was found within 1-year follow-up (adjusted hazard ratio, 1.18; 95% CI, 0.67-2.09; P=0.575). No significant differences were found in the incidence of cardiovascular death, myocardial infarction, and ischemia-driven revascularization, except for a higher rate of hospitalization for unstable angina in the OSA group than in the non- OSA group (adjusted hazard ratio, 2.10; 95% CI, 1.09-4.05; P=0.027). Conclusions There was no independent correlation between OSA and 1-year MACCE after ACS . The increased risk associated with OSA was only observed after 1-year follow-up. Efficacy of OSA treatment as secondary prevention after ACS requires further investigation