"I Concurso de Investigación, Proyectos de Intervención y de Emprendedurismo", evento académico desarrollado el 16 de diciembre de 2020 de manera virtual, Lima, Perú. Se presentaron los proyectos de intervención y de Emprendedurismo desarrollado por la comunidad de Odontología en UPC. / El proyecto de intervención se realizó en la ciudad de Chachapoyas en la región Amazonas durante el periodo de aislamiento social mayo junio 2020 De acuerdo al análisis de los indicadores de salud ( se puede inferir que el sistema de salud de la provincia es deficiente ya que no cuenta con suficiente personal médico ni recurso Esto afectaría directamente el estado de salud de la población en el contexto actual debido a la pandemia del virus (SARS CoV 2). La importancia de este proyecto de intervención es que ha permitido que los integrantes del entorno familiar puedan establecer medidas de promoción y prevención de salud a través de la implementación de un estilo de vida saludable.

"I Concurso de Investigación, Proyectos de Intervención y de Emprendedurismo", evento académico desarrollado el 16 de diciembre de 2020 de manera virtual, Lima, Perú. Se presentaron los proyectos de intervención y de Emprendedurismo desarrollado por la comunidad de Odontología en UPC. / El proyecto de intervención se ejecutó en el contexto de la inmovilización social obligatoria a causa de la pandemia por COVID 19 en el periodo 2020 1 durante los meses de Mayo y Junio, llevado a cabo en Lima Perú, en el distrito de Independencia, perteneciente a la DIRIS Lima Norte, dentro de un entorno familiar.

Viruset SARS-CoV-2, Covid-19 har skapat en global pandemi. Pandemin har slagit hårt mot samhället såväl nationellt som internationellt och sjuksköterskor har vittnat om ohållbara arbetssituationer. Tidigare forskning kring arbetsmiljö inom hälso- och sjukvård pekar på att en hög arbetsbelastning ökar risken för arbetsrelaterad stress. Betydelsen av arbetsmiljö inom hälso- och sjukvård har en central roll för vårdande och patientsäkerhet. Studien är en litteraturöversikt på kandidatnivå med syftet att beskriva sjuksköterskans upplevelse av vårdandet under Covid-19 pandemin. Resultatet utgörs av nio vetenskapliga artiklar med både kvantitativ som kvalitativ ansats och presenteras med hjälp av tio subteman, tre teman och ett övergripande huvudtema. Huvudtemat är Hotad patientsäkerhet från en ´piedestal´. Slutsatsen är att vårdandet av kritisk sjuka patienter i frontlinjen under Covid-19 pandemin kan förstås som en paradox där sjuksköterskan känner stolthet och en stark moralisk plikt att delta i räddningsarbetet samtidigt som patientsäkerheten riskeras att bli hotad. Följande kliniska implikationer rekommenderas för sjuksköterskeutbildningen och hälso- och sjukvårdsorganisationen; förberedelse för vårdande under extraordinära förhållanden, utbildning i katastrofberedskap samt stöd i hantering av etisk stress.

Denna studie syftar till att få kunskap om skolkuratorers upplevelse av att genomföra samtalsstöd under skolans omställning till distansundervisning. Studien utgår från en kvalitativ forskningsmetod och insamling av empiri utfördes genom semistrukturerade intervjuer. Intervjuerna skildrar fyra skolkuratorers individuella upplevelser av hur samtalsstödet har påverkats. Den insamlade empirin analyserades sedan med hjälp av kvalitativ innehållsanalys. Resultatet visade på att samtalsstödet påverkats utifrån tre steg. De tre stegen handlar om kuratorns organisatoriska förutsättningar, kuratorns och elevens möjligheter att mötas samt utifrån upplevda möjligheter och begränsningar gällande att samtala på distans. Studiens resultat visar även på att kuratorernas upplevda handlingsutrymme var avgörande för hur samtalsstödet under distansundervisningen genomfördes.

The aim with this essay is to examine if the Coronavirus disease (Covid-19) has reduced globalization during the year of 2020. In order to fulfill the aim, the essay applies four questions which highlights the effect on the economic, political, cultural and ecological dimensions of globalization year 2020. The theoretical part of the essay presents a short outline of previous research within the subject of pandemics in relation to globalization. Thereafter theoretical definitions of globalization by previous researchers are presented. These definitions constitute the basis for the theoretical starting point of the essay. The thesis is a qualitative theory-consuming case study. Covid-19 have reduced globalization in the economic dimension. Covid-19 may have reduced globalization in the cultural dimension. However, the effects that Covid-19 have caused within the political and ecological dimension does not indicate reduced globalization. Therefore, the essay cannot verify that Covid-19 have reduced globalization year 2020.

This thesis aims to describe the pre-existing structures and procedures of crisis management andpreparedness in the fifteen municipalities in the Swedish region of Dalarna. Although national andregional governments are involved in several aspects of planning and response to various types ofemergencies, primary responsibility for day-to-day crisis management is delegated to localgovernment. Drawing from this, the paper will explore the daily responsibilities of relevant officialsfrom each municipality in Dalarna through interviews and gather first-hand knowledge regardingwhat lessons that has been learned from handling the COVID-19 pandemic.Furthermore, the information will be used to examine eventual differences in capabilities tohandle emergencies between the different municipalities. The impact and consequences of variousemergencies and disasters demands high-quality emergency measures. However, in the relativelystable time we live in today, these measures are rarely activated. Hence it is difficult to assess thequality of these efforts before the actual crisis hits. This often leads to other functions ofgovernment taking priority, resulting in neglected emergency measures. The main findings of thisstudy indicate that there are some differences, however, the overall experience from the interviewedofficials is positive regarding the performance of their emergency measures and hopeful for thefuture.

2020 has been a year thoroughly marked by the global COVID-19 pandemic, and the ways in which different governments have sought to manage the crisis have sparked controversy. This paper aims to challenge and ultimately falsify the theory of “authoritarian advantage” in crisis management using a single-case study design of most-likely logic. This is done by performing a case study of the initial outbreak of COVID-19 in China based on the argument that contrary to suggestions made by previous research, the measures undertaken by the Chinese regime in the initial phase of the crisis do not exhibit the advantages expected of an authoritarian political system. The study goes on to reconstruct the chain of events during the initial response and analyzes whether the response unfolds as expected by set theoretical criteria of benefiting from China’s institutional preconditions. The analysis finds that the theory of “authoritarian advantage” loses credibility in this case, and further allows for the conclusion that any “advantages” of the regime are largely offset by critical “disadvantages”. This leads to a discussion opening up for the possibility that there is no single political system that is best suited for crisis management, as different systems enjoy different strengths as well as weaknesses. Understanding the circumstances of this is also recommended as a field of future research.

The European emergence of Covid-19 has come to characterise a new kind of enemy for the EU, a cross border health threat which knows no borders and affect the EU’s health, economic, social and transport sectors indiscriminately. Therefore this thesis aims to explores the measures taken by the EU to respond to the outbreak of Covid-19. By using three European integration theories, neofunctionalism and liberal and new intergovernmentalism, different aspects behind the EU’s crisis response can be analysed and later put into evaluation in relation to the European integration project. It is found that, while facing initial challenges in solidarity, the EU has managed to present significant responses toward the pandemic. These are mostly based in the economic arena through the NGEU and the MFF for 2021-2027. Still, there are significant measures presented to enhance the capabilities of the EU’s current health framework, under the new EU4health-programme.

Studien ämnar undersöka vilka retoriska verktyg som talarna i poddprogrammen Alex och Sigges podcast och Pillowtalk med Peg och Penny använder sig av för att diskutera och gestalta COVID-19. Det studeras även hur respektive podcast förhåller sig till spridandet av fake news och desinformation. Båda poddprogrammen har en stor räckvidd och har därmed möjlighet att påverka ett stort antal människor. Det är viktigt att korrekt information sprids, speciellt i en hälsokris som denna. Studien belyser därmed problematiken som kan finnas i informationsspridning och överskott av information i samband med coronaviruset.  Genom en retorisk analys analyseras innehållet i två avsnitt från mars 2020, i vilka pandemin diskuteras. Resultatet visar att talarna i båda avsnitten har en hög etos i och med deras kända namn och relation med sina lyssnare. Däremot återfinns flera svaga logos-argument, då den fakta som delges inte stöds med några källor. Detta gör att lyssnarna inte kan verifiera informationen som talarna för fram. Patos används främst genom att visa sin sympati och oro för människors hälsa och hur samhället ska klara sig i krisen. Även känslor som rädsla och irritation framkom för att framhäva situationens allvar.  Talarnas egna råd jämförs sedan med Folkhälsomyndighetens, vilka överensstämde. Ingen av poddsändningarna kan sägas sprida desinformation, däremot kan det vara en vinklad version utifrån hur talarna ser på pandemin. Detta syns i sista delen, där det diskuteras hur talarna gestaltar COVID-19. De har som gemensamt att de gestaltar pandemin på ett negativt sätt och genom rädsla. Detta skulle i sin tur kunna leda till ökad oro och panik.

Human beings by nature have a predisposition towards learning and the exploration of the natural world. We are intrinsically intellectual and social beings knitted with adaptive cognitive architectures. As Foot (2014) succinctly sums it up: “humans act collectively, learn by doing, and communicate in and via their actions” and they “… make, employ, and adapt tools of all kinds to learn and communicate” and “community is central to the process of making and interpreting meaning—and thus to all forms of learning, communicating, and acting” (p.3). Education remains pivotal in the transmission of social values including language, knowledge, science, technology, and an avalanche of others. Indeed, Science, Technology, Engineering, and Mathematics (STEM) have been significant to the advancement of social cultures transcending every epoch to contemporary times. As Jasanoff (2004) poignantly observed, “the ways in which we know and represent the world (both nature and society) are inseparable from the ways in which we choose to live in it. […] Scientific knowledge [..] both embeds and is embedded in social practices, identities, norms, conventions, discourses, instruments, and institutions” (p.2-3). In essence, science remains both a tacit and an explicit cultural activity through which human beings explore their own world, discover nature, create knowledge and technology towards their progress and existence. This has been possible through the interaction and applications of artifacts, tools, and technologies within the purviews of their environments. The applications of technologies are found across almost every luster of organizational learning especially teacher education, STEM, architecture, manufacturing, and a flurry of others. Thus, human evolution and development are inexplicably linked with education either formally or informally. The 21st century has however seen a surge in the use of artificial intelligence (AI) and digital technologies in education. The proliferation of artificial intelligence and associated technologies are creating new overtures of digital multiculturalism with distinct worldviews of significance to education. For example, learners are demonstrating digital literacy skills and are knowledgeable about AI technologies across every specter of their lives (Bennett et al., 2008). It is also opening new artesian well-springs of educational opportunities and pedagogical applications. This includes mapping new methodological pathways, content creation and curriculum design, career preparations and indeed a seemingly new paradigm shift in teaching STEM. There is growing scholarly evidence about the use and diffusion of these technologies in K-12 and higher education (Bonk & Graham, 2012; Hew & Brush, 2007; Langer, 2018; Mishra & Koehler, 2006). Some of these include the Sphero robots, Micro Bit, Jill Watson, BrickPi3 Classroom kit, Engino STEM Mechanic, Lego Education WeDo Core Set and Spike. Both educators and learners are using these in STEM programs as well as other education related activities. Just as human activities and interactions with artifacts and tools shaped and redefined the scientific-technological feat of previous generations, so the contemporary digital technological era seems to be on a similar trajectory. However, there is sparsity of empirical scholarship on the pedagogical prospects and effectiveness of artificial intelligence in STEM classrooms. Also, it should be noted that scholarship on how AI impacts pedagogical content knowledge of STEM educators and how learners perceive these technologies are just emerging. In addition, the recent COVID-19 pandemic (Ghandhi et al., 2020; Rasmussen et al., 2020) has unexpectedly created a renewed synergy towards the applications of digital technologies in teaching STEM. In the context of this force majeure (COVID-19), the traditional brick and mortar educational spaces metamorphosed into digital spaces with the applications of many artificial intelligent technologies and resources in the arena of education. This doctoral dissertation study examined these enigmas including how educators use these technologies in STEM classrooms. The study is informed by activity theory or cultural-historical activity theory (Engeström et al., 2007; Hasan et al., 2014; Krinski & Barker, 2009; Oers, 2010; Vygotsky,1987). The study participants will be selected from educators currently integrating artificial intelligent systems and digital technologies in their respective STEM classrooms. Pre-data survey inquiry has shown that many educators were incorporating some forms of AIS into their STEM classrooms. In view of these, I have explored Sphero educational robots to interrogate the research topic. The Sphero Edu described as a “…STEAM-based toolset that weaves hardware, software, and community engagement to promote 21st century skills. While these skills are absolutely crucial, our edu program goes beyond code by nurturing students’ creativity and ingenuity like no other education program can” (Sphero, April 2020). The Sphero robots also have features and applications for designing and teaching STEM topics such as nature, space science, geometry, and other activities of pedagogical significance. Users could also design and write advanced engineering programs in JavaScript during STEM educational activities formally and outside of the classrooms. In essence, educators and students can learn designing, programming, engineering, mathematics, computational thinking, and hands-on skills reflective of the 21st century. In brief, the dissertation study research has explored artificial intelligence and emerging technologies and how these could transform and advance teaching and learning of STEM hence the research topic: Exploring the use of Artificial Intelligent Systems in STEM Classrooms. Methodologically, this is a qualitative study through the theoretical frameworks of activity theory as applicable to STEM education. The main research questions are: 1) Given that artificial intelligent systems and digital technologies have been applied in STEM educational domains (content, pedagogy, student learning, assessment). How does the application of AIS and digital technologies impact pedagogy in STEM educational activities? 2) Given that digital technology is transforming contemporary society in every facet. How/What does AIS tell us about how digital technology impacts STEM pedagogy? Data was collected from the study participants, archival sources, and others for analyses. It is hoped that the findings will inform and address theories of learning and teaching, policy and praxis in science education, teacher preparatory and professional development programs as it relates to STEM classrooms