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Showing 3 results for Globalization
Nasrin Shaarbafchi-Zadeh, Saeidreza Azami, Peivand Bastani,
Volume 19, Issue 100 (10-2012)
Volume 19, Issue 100 (10-2012)
Abstract
Background : Recognition of positive and negative outcomes of globalization in different areas of telemedicine is one of all countries` priorities. This study was conducted to investigate the most significant opportunities and challenges of telemedicine in Iranian setting from the experts’ points of view.
Methods: This was a qualitative research, applying structure and thematic analysis on a goal- oriented sample of 22 key informants in private and public health sector. Deep and semi-structured interviews were used until achieving saturation. Data were analyzed applying a 5-step process of framework analysis to extract main themes.
Results: Results lead to present 12 main themes in challenges part including exit of money, high cost of telemedicine, un suitable structure of telemedicine, restricted electronic financing network, lack of patient laws, inter sector cooperation, lack of insurance system and 6 main themes about opportunities containing absorbing incomes, increase of employment and quality improvement of internal health services,...
Conclusion: It seems that the revenue increment driving from telemedicine can be used for developing health infrastructures especially for the poor. It is along with improving quality of health services providing for foreigners in those successful countries in telemedicine scope that may lead to absorb the large number of sick persons applying their health services.
Hanife Valinia Pasha, Farshideh Zameni, Taraneh Enayati,
Volume 30, Issue 7 (10-2023)
Volume 30, Issue 7 (10-2023)
Abstract
Background & Aims: In recent years, the world has faced increasing reactions against all three dimensions of economic, political and social cultural globalization. In terms of educational quality, Iran ranks 71st among 167 countries in the world. Transforming the current education system into effective education is as important as it is dangerous. It is not possible to draw the characteristics of such an educational system by drawing a diagram or compiling an article, but it is necessary that a wide-scale social transformation and, in fact, a change in a society take place. Considering the huge changes brought about by entering the third millennium, educational systems should educate people who are able to live in the changing world of Moldo. Social transformations, fast-paced and challenging technologies, the development of new missions in organizations, have made the necessity of flexibility and readiness to face new conditions inevitable. What has been learned today as different generations of education and university are becoming widespread in education systems. Globalization as a macro phenomenon brings reactions in local communities, among which we can mention internationalization and localization. In the world of higher education and in dealing with the concepts of globalization, some experts and thinkers consider localization and internationalization as available reactions in dealing with the phenomenon of globalization. Although the use and application of each of these two concepts in the management system of higher education are different, they have the same function. This function is not in one direction, but as coordinated arms, they create tools and inputs for policy and planning matters in higher education. Today, socio-economic changes have affected education structures and emphasized the need to change educational content and structures. Many studies indicate that educational reforms are linked with economic and social changes at the international level. Nevertheless, the phenomenon of globalization has raised a new experimental challenge. Globalization calls for the need to reorganize the world of the labor market and the economy, and as a result, it has created an increasing need for new knowledge and information. Usually, knowledge and information are transferred to society members through national and local institutions, and considering that the global economy changes the nature of assumptions and educational institutions, the transformation of education systems requires everyone to accompany the development of the global economy. Thus, the aim of this study was to provide a model for the development of higher medical education in the process of globalization.
Methods: The research method was mixed, the statistical population in the qualitative section of experts, experts, specialists and key people in the topic of future research and development of higher education, in the sections of determining the final and strategic drivers, a group of experts and specialists related to the subject. And in the quantitative part, there were 3675 faculty members in the higher education centers of Mazandaran province in the academic year 1402-1401. In the qualitative sections, 15 experts were selected using the snowball sampling method, 20 experts were selected to determine the final drivers using the targeted method, 348 people were selected quantitatively using the relative class method, and 25 people were selected to determine the strategic drivers using the targeted method. The data were analyzed in qualitative parts through the method of content analysis with interviews, and quantitatively through structural equation modeling with a 115-item questionnaire.
Results: The results showed that the study model has twenty-six components describing economic, social, cultural, political, technological, educational and organizational development, and the results of the quantitative part showed that all the dimensions and components of the research model were approved.
Conclusion: In general, it can be said that in line with the globalization of universities of medical sciences, EID should pay attention to all factors affecting globalization in order to achieve the goals of the higher education system. Globalization is a multi-dimensional phenomenon that can be extended to various scientific, economic, political, social, religious, moral, legal, cultural and technological fields, and its forced results affect many valuable elements of societies. According to the final results, the model has twenty-six components as economic development (financial support, financial strategy and financial security), social development (social support, social capital and social trust), cultural development (international acculturation, global attitude, culture participatory and internal culture building), political development (domestic policy, laws and guidelines and international relations), technological development (updating technology, technological infrastructure and technical and technological education), educational development (dealing with foreign universities, independence universities, attracting foreign human capital and the quality of education and research) and organizational development (development of human resources, development of non-human resources, administrative-organizational development, strategic planning, managers' attitude and optimization) and the results of the quantitative part showed that all The dimensions and components of the research model were approved.
Methods: The research method was mixed, the statistical population in the qualitative section of experts, experts, specialists and key people in the topic of future research and development of higher education, in the sections of determining the final and strategic drivers, a group of experts and specialists related to the subject. And in the quantitative part, there were 3675 faculty members in the higher education centers of Mazandaran province in the academic year 1402-1401. In the qualitative sections, 15 experts were selected using the snowball sampling method, 20 experts were selected to determine the final drivers using the targeted method, 348 people were selected quantitatively using the relative class method, and 25 people were selected to determine the strategic drivers using the targeted method. The data were analyzed in qualitative parts through the method of content analysis with interviews, and quantitatively through structural equation modeling with a 115-item questionnaire.
Results: The results showed that the study model has twenty-six components describing economic, social, cultural, political, technological, educational and organizational development, and the results of the quantitative part showed that all the dimensions and components of the research model were approved.
Conclusion: In general, it can be said that in line with the globalization of universities of medical sciences, EID should pay attention to all factors affecting globalization in order to achieve the goals of the higher education system. Globalization is a multi-dimensional phenomenon that can be extended to various scientific, economic, political, social, religious, moral, legal, cultural and technological fields, and its forced results affect many valuable elements of societies. According to the final results, the model has twenty-six components as economic development (financial support, financial strategy and financial security), social development (social support, social capital and social trust), cultural development (international acculturation, global attitude, culture participatory and internal culture building), political development (domestic policy, laws and guidelines and international relations), technological development (updating technology, technological infrastructure and technical and technological education), educational development (dealing with foreign universities, independence universities, attracting foreign human capital and the quality of education and research) and organizational development (development of human resources, development of non-human resources, administrative-organizational development, strategic planning, managers' attitude and optimization) and the results of the quantitative part showed that all The dimensions and components of the research model were approved.
Farid Nasehi, Bahram Bakhtiari Saeed, Mehdi Pourasghar,
Volume 30, Issue 7 (10-2023)
Volume 30, Issue 7 (10-2023)
Abstract
Background & Aims: Eating habits, food composition and intervals between eating times contribute to the cognitive cause of obesity. Vastrand and his colleagues also found that there is a relationship between nutritional behaviors and obesity in a study titled "Investigating the relationship between eating habits and obesity in Swedish adults" in 2002 (Andersson & Lyttkens, 1999). Therefore, examining the issues and problems of food and nutrition, including determining the pattern of food consumption, can pave the way for determining nutritional policies and plans, eliminating nutritional deficiencies and improving the level of nutrition, and as a result, preventing disease. caused by malnutrition in society. Identifying factors that contribute to eating attitudes has become the focus of research efforts in recent years (Brugnoli, 2016). One of the variables that seems to be effective in improving people's eating attitude is hypnotherapy. Hypnosis is an effective treatment method and a branch of psychological science, which, due to the absence of any chemical drugs and without any side effects, can guarantee the patient's health and cure many mental illnesses and his emotional and emotional disorders. (Bryant et al., 2006). The purpose of this research is to compare the effectiveness of group hypnotherapy and cognitive hypnotherapy on eating attitude in women.
Methods: The current research is a part of applied research and quasi-experimental type, pre-test and post-test type with control group with voluntary non-probability sampling method and random assignment in test and control groups, the statistical population of this research Married women will have a body mass score above 25 in Tehran in 1400. The criterion for entering the research sample is a body mass above 25, as well as not participating in other clinical and psychotherapy researches. The statistical sample includes 42 people selected by purposeful sampling and 14 of them are in the control group, 14 in the group hypnotherapy group and 14 in the group hypnotic cognitive therapy group by random sampling. The measurement tools in this research were Gardner et al.'s eating attitude questionnaire (1982), Wilkinson's group hypnotherapy protocol (1981) and Wilhelm et al.'s group hypnosis cognitive therapy protocol (2013). Hypotheses testing and control of the pre-test effect were used to compare the effectiveness of treatments.
Results: Levine's test was used to test the homogeneity of pre-test variances. According to the findings of Table 3, the value of Levin's statistic for pre-test variables of eating attitude is equal to (0.031) and the significance level of the test is greater than 0.05. As a result, it can be said that the variance of the pre-test variables of the two groups is homogeneous.
As can be seen in Table 4, considering that the average difference between the pre-test and the post-test of attitude towards eating in the control group and the hypnotherapy group is (-1.214 and 2.42), respectively, and the mean level is The t-test for the control group and the hypnotherapy group is equal to (0.226 and 0.001) respectively, none of which are significant, as a result, the effect of group hypnotherapy on eating attitude is effective at the error level of 5%.
As can be seen in table 5, considering that the average difference between the pre-test and the post-test of eating attitude in the control group and the hypnotic cognitive therapy group is (-1.214 and 5.714), respectively, and the level of meaning The t-test for the control group and the hypnotic cognitive therapy group is equal to (0.226 and 0.006), respectively, which shows that the effect of hypnotic cognitive therapy on eating attitude is effective at the error level of 1%.
The results of Table 6 show that the F value of the effect of the groups on eating attitude is equal to 3.772 and the significance level of the test is equal to 0.003, which is significant at an error level of less than 1%, that is, the F value of the difference between the groups (Hypnotherapy) group and hypnotic cognitive therapy) on eating attitude is significant at the error level of less than 1%.
Conclusion: In general, the results of this research showed that considering that the average difference between the pre-test and the post-test of eating attitude in the control group and the hypnotherapy group was (-1.214 and 2.42), respectively, and the significance level of the T-test For the control group and the hypnotherapy group, respectively, it is equal to (0.226 and 0.10), none of which are significant. As a result, the effect of group hypnosis therapy on eating attitude is effective at the error level of 5%. The results of this research are in agreement with the results of the research. Madadi and Bozger (2019) are consistent.
Also, the results showed that considering that the average difference between the pre-test and the post-test of attitude towards eating in the control group and the hypnotic cognitive therapy group was (-1.214 and 5.714), respectively, and the significance level of the t-test was for the control group. and hypnotic cognitive therapy group is equal to (0.226 and 0.006) respectively, which shows that the effect of hypnotic cognitive therapy on eating attitude is effective at the error level of 1%. The results of this research are consistent with the results of Taylor and Francis group (2014). In explaining the results, it can be said that if you have had the experience of a slimming diet, you must have suffered from overeating attacks. This happens a few days after the start of the diet. The person has a binge eating attack and will start eating large amounts of food quickly. Also, the results showed that the average difference in attitude towards eating between the hypnotic cognitive therapy group and the hypnotic therapy group is equal to -1.428 and the significance level of the difference is equal to (0.854), which is not significant at the error level of less than 5%, that is, between the two methods. There is no significant difference. However, the average difference in attitude towards eating between the hypnotherapy group and the control group is significant at the 5% error level, and the average difference between the attitude towards eating between the hypnotic cognitive therapy group and the control group is significant at the 5% error level. The results of this research are consistent with the results of Malekzadeh (2020). In explaining the results, it can be said that what causes weight loss diets to fail in a short period of time is lack of self-confidence. These people get tired very quickly and think that the diet has no effect on their weight.
Methods: The current research is a part of applied research and quasi-experimental type, pre-test and post-test type with control group with voluntary non-probability sampling method and random assignment in test and control groups, the statistical population of this research Married women will have a body mass score above 25 in Tehran in 1400. The criterion for entering the research sample is a body mass above 25, as well as not participating in other clinical and psychotherapy researches. The statistical sample includes 42 people selected by purposeful sampling and 14 of them are in the control group, 14 in the group hypnotherapy group and 14 in the group hypnotic cognitive therapy group by random sampling. The measurement tools in this research were Gardner et al.'s eating attitude questionnaire (1982), Wilkinson's group hypnotherapy protocol (1981) and Wilhelm et al.'s group hypnosis cognitive therapy protocol (2013). Hypotheses testing and control of the pre-test effect were used to compare the effectiveness of treatments.
Results: Levine's test was used to test the homogeneity of pre-test variances. According to the findings of Table 3, the value of Levin's statistic for pre-test variables of eating attitude is equal to (0.031) and the significance level of the test is greater than 0.05. As a result, it can be said that the variance of the pre-test variables of the two groups is homogeneous.
As can be seen in Table 4, considering that the average difference between the pre-test and the post-test of attitude towards eating in the control group and the hypnotherapy group is (-1.214 and 2.42), respectively, and the mean level is The t-test for the control group and the hypnotherapy group is equal to (0.226 and 0.001) respectively, none of which are significant, as a result, the effect of group hypnotherapy on eating attitude is effective at the error level of 5%.
As can be seen in table 5, considering that the average difference between the pre-test and the post-test of eating attitude in the control group and the hypnotic cognitive therapy group is (-1.214 and 5.714), respectively, and the level of meaning The t-test for the control group and the hypnotic cognitive therapy group is equal to (0.226 and 0.006), respectively, which shows that the effect of hypnotic cognitive therapy on eating attitude is effective at the error level of 1%.
The results of Table 6 show that the F value of the effect of the groups on eating attitude is equal to 3.772 and the significance level of the test is equal to 0.003, which is significant at an error level of less than 1%, that is, the F value of the difference between the groups (Hypnotherapy) group and hypnotic cognitive therapy) on eating attitude is significant at the error level of less than 1%.
Conclusion: In general, the results of this research showed that considering that the average difference between the pre-test and the post-test of eating attitude in the control group and the hypnotherapy group was (-1.214 and 2.42), respectively, and the significance level of the T-test For the control group and the hypnotherapy group, respectively, it is equal to (0.226 and 0.10), none of which are significant. As a result, the effect of group hypnosis therapy on eating attitude is effective at the error level of 5%. The results of this research are in agreement with the results of the research. Madadi and Bozger (2019) are consistent.
Also, the results showed that considering that the average difference between the pre-test and the post-test of attitude towards eating in the control group and the hypnotic cognitive therapy group was (-1.214 and 5.714), respectively, and the significance level of the t-test was for the control group. and hypnotic cognitive therapy group is equal to (0.226 and 0.006) respectively, which shows that the effect of hypnotic cognitive therapy on eating attitude is effective at the error level of 1%. The results of this research are consistent with the results of Taylor and Francis group (2014). In explaining the results, it can be said that if you have had the experience of a slimming diet, you must have suffered from overeating attacks. This happens a few days after the start of the diet. The person has a binge eating attack and will start eating large amounts of food quickly. Also, the results showed that the average difference in attitude towards eating between the hypnotic cognitive therapy group and the hypnotic therapy group is equal to -1.428 and the significance level of the difference is equal to (0.854), which is not significant at the error level of less than 5%, that is, between the two methods. There is no significant difference. However, the average difference in attitude towards eating between the hypnotherapy group and the control group is significant at the 5% error level, and the average difference between the attitude towards eating between the hypnotic cognitive therapy group and the control group is significant at the 5% error level. The results of this research are consistent with the results of Malekzadeh (2020). In explaining the results, it can be said that what causes weight loss diets to fail in a short period of time is lack of self-confidence. These people get tired very quickly and think that the diet has no effect on their weight.
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