Watersjochumsen3897

As a means to counter the SARS-CoV‑2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students' homes where students were supposed to work on learning tasks provided by their teachers. Students' self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students' daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students' trait self-regulation as well as task difficulty and task enjoyment for students' daily independence from their parents in learning during the homeschooling period. Data on children's trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (M age  = 9.69, SD age  = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students' learning independence through 21 consecutive daily online questionnaires. The results showed students' trait self-regulation to be positively associated with their daily learning independence. Additionally, students' daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students' daily self-regulation during the homeschooling period. OSMI-4 concentration Finally, implications for teaching practice during the pandemic-related school closures are derived.The Corona-related school closures and the closure of childcare facilities in April and May 2020 meant an immense challenge for many parents. Suddenly, children had to be looked after and educated at home all day. In this paper, we address the question of the subjective burden that parents faced when schooling their children at home. In doing so, we pay special attention to the individual resources of the parents as well as to their family situation and their working life. In particular, we examine the subjective perception of stress of single parents. For our analyses we use data from the SOEP-CoV study, a special survey of the Socio-Economic Panel (SOEP) on the topic of Corona. Overall, we found moderate levels of stress from the demands of schooling their children at home among all parents surveyed (N = 1508, of which N = 243 were single parents). However, parents with a low level of education and single parents felt particularly burdened, especially if they were employed at the time of the school closures. Our analyses suggest that precisely these groups of parents had problems comprehensively meeting the demands of home schooling under the given circumstances.The recent COVID-19 outbreak has severely affected people around the world. There is a need of an efficient decision making tool to improve awareness about the spread of COVID-19 infections among the common public. An accurate and reliable neural network based tool for predicting confirmed, recovered and death cases of COVID-19 can be very helpful to the health consultants for taking appropriate actions to control the outbreak. This paper proposes a novel Nonlinear Autoregressive (NAR) Neural Network Time Series (NAR-NNTS) model for forecasting COVID-19 cases. This NAR-NNTS model is trained with Scaled Conjugate Gradient (SCG), Levenberg Marquardt (LM) and Bayesian Regularization (BR) training algorithms. The performance of the proposed model has been compared by using Root Mean Square Error (RMSE), Mean Square Error (MSE) and correlation co-efficient i.e. R-value. The results show that NAR-NNTS model trained with LM training algorithm performs better than other models for COVID-19 epidemiological data prediction.Growing efforts have been made to pool coronavirus data and control measures from countries and regions to compare the effectiveness of government policies. We examine whether these strategies can explain East Asia's effective control of the COVID-19 pandemic based on time-series data with cross-correlations between the Stringency Index and number of confirmed cases during the early period of outbreaks. We suggest that multidisciplinary empirical research in healthcare and social sciences, personality, and social psychology is needed for a clear understanding of how cultural values, social norms, and individual predispositions interact with policy to affect life-saving behavioural changes in different societies.United Nations and World Health Organization data show a positive correlation, r = .53, p less then .0001, N = 189, between COVID-19 infection rates and the human development index (HDI). Less wealthy, less educated countries with lower life spans were also more successful in maintaining lower fatality rates, r = .46, p less then .0001, N = 189 whereas 9 of the top-10 countries in the world in per capita fatalities due to COVID-19 were Western societies high in HDI. Similar positive correlations were found between COVID-19 infection and fatality rates and a smaller sample of 76 countries measured on Schwartz intellectual autonomy (or individualism), and negative correlations of similar magnitude were found for embeddedness (or collectivism). East Asia was a global leader in preventing the spread of COVID-19 because of a vigilant public concerned for public safety and compliant with public safety measures. African Union leaders coordinated their responses, and bought into a continent-wide African Medical Supplies Platform that prevented panicked competition for scare supplies. Western global media and scholars have not paid attention to the successes of East Asia, Africa, and the South Pacific in fighting the pandemic. It is worth asking why this should be the case; understand the weaknesses of extreme individualism in fighting a pandemic requiring coordinated and unified public response, and consider the lessons for global scholars from the pandemic for doing research in the future.The way that people with an intellectual disability are supported is very important.The COVID-19 virus has changed the way that staff help people with an intellectual disability.We wanted to know about those changes and whether learning about positive behavioural support (PBS) helped staff to cope with them.The main changes were that people with an intellectual disability could not go out or see family and friends as often.Staff came up with new things to do for the people they supported, and PBS learning seemed to help staff to cope.

It has been suggested that COVID-19 and the associated restrictions are likely to have a negative impact on the provision of positive behavioural support (PBS) to people with an intellectual disability.

Fifty-eight staff, who had recently completed an accredited positive behavioural support (PBS) programme, responded to an online questionnaire, which asked them to rate the impact of COVID-19 on factors related to PBS.

Participants reported a neutral or somewhat positive impact on all the areas measured, with the exception of the activities and quality of life of those they supported, which were somewhat negatively affected.