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Global impact of COVID-19 pandemic LESSON, EXPERIENCE AND OPPORTUNITY

Mohammad Shahidul Islam | Academic Advisor at AIU

Coronavirus, namely severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is responsible for coronavirus disease (COVID-19). Coronavirus is emerged in the city of Wuhan, China, in 2019 and has since caused a large scale COVID-19 pandemic and spread to more than 222 other countries/areas/ territories is the product of natural evolution. As of December 20, 2020 globally 75,110,651 persons were infected. Out of these, 1,680,395 were death (WHO). Worse case scenarios were identified in USA with 17,314,834 confirmed cases with 1,680,395 death tolls.

After that Indian casualties were high with 10,031,223 confirmed cases and 145,477 death tolls. This COVID-19 pandemic disrupted global three pillars of sustainability: ecology, society and economy. Environment is a part of ecology. Contaminated environment infected COVID-19 disease exponentially. Later on this spread widely through transboundary environmental mobility. The infected persons experienced social and psychological problems due to compulsory requirement of institutional and home quarantine over long time. The obvious results of these environmental and social problems by COVID-19 pandemic caused negative impact on economy. To cut outbreak of this infectious COVID-19 pandemic, worldwide communication became seized. Vulnerable countries locked down their geographical boundaries, suspended land, water and air communications and advised their people not to communicate in and out of the country concerned. These caused complete breakdown of local, regional and global supply chains. If these continue over long time, there will be scarcity of necessary commodities. Effect of this will be revealed in raise in commodity price.

Sooner or later the vulnerable people will need to spend more money to buy their necessary commodities. In fact after one year of COVID-19 pandemic, this becomes rampant. Due to COVID-19 pandemic, questions striking in mind are: what lessons we have learnt? What experiences we have accumulated? And what opportunities we can offer to coup the present and future similar crisis? Answers to these questions most probably would be helpful to restore contemporary global balance of three pillars of environmental sustainability: ecology, society and economy.

Significant lessons we have learnt are: use of personal protective equipments (PPEs) to cut down disease spreading and process of development of a suitable vaccine to foster immune system against this COVID-19 disease. PPEs helped to cut down disease spreading in wider extent otherwise most probably there would be partial extinction of human species from this world due to absence of a suitable drug. Other lesson we have learnt is the process of development of a suitable vaccine by application of existing and new biotechnology.

Advanced biotechnological experiences are crucial to develop COVID-19 vaccine. USA biotech companies Pfizer and Mordana have developed their vaccines based on the virus’s genetic instructions for building the spike protein. The vaccines use messenger RNA, genetic material that our cells read to make proteins. The molecule —called mRNA for short— is fragile and would be chopped to pieces by our natural enzymes if it were injected directly into the body. To protect their vaccines, Pfizer and Mordana wrap mRNA in oily bubbles made of lipid nanoparticles and store at -70oC. After injection, the vaccine particles bump into cells and fuse to them, releasing mRNA. The cell’s molecules read its sequence and build spike proteins. The mRNA from the vaccine is eventually destroyed by the cell, leaving no permanent trace. Later on this spike protein develops antibody against corona virus (SARS-CoV-2) which is responsible for COVID-19 disease. This is how Pfizer’s and Mordana’s vaccines work. British-Swedish pharmaceutical company AstraZeneca in collaboration with Oxford University have developed another COVID-19 vaccine.

The Oxford–AstraZeneca vaccine is made from a cold-causing adenovirus that was isolated from the stool of chimpanzees and modified so that it no longer replicates in cells. When injected, the vaccine instructs human cells to produce the SARS-CoV-2 spike protein —the immune system’s main target in coronaviruses. Likewise the previously mentioned vaccines, this spike protein also develops antibody against the corona virus. In phase III clinical trials, these vaccines were claimed to be 95-70% effective. Due to lack of adequate data, solid conclusion could not be made at this stage but these vaccines got approval from drug administrations of few countries to coup up the dangerous pandemic. These biotechnological experiences we have accumulated while worked with COVID-19 pandemic. These scientific lessons and experiences also offer opportunity to coup up with similar crisis in future. This time COVID- 19 vaccines took almost 10 months to be developed. Taking advantage of the previous lessons and experiences, it might be possible to develop vaccine to coup up with future pandemic if any in even shorter time span. We don’t want to have this type of pandemic in our beautiful world in future. We should avoid this in what so ever way we can to retain global balance of contemporary environmental sustainability for the greater interest of mankind.

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The best start for positive parenting: Clinical psychology

Karen Akwuobi | Doctorate in Clinical Psychology

Abstract This article examines child psychological pathology, parental philosophy and positive parenting and subsequently provides access to a framework for parental assessment: this article will examine section 1: “Parenting Functioning” on the following key factors by explicating variations of models under the main hypothesis —The best way to get started on positive parenting: clinical psychology. The section begins by defining the importance of a child nurtured in an early age: parenting and it’s scienctific correlation, briefly explains time and its effect on parenting, this then reviews the five parenting styles and their Clinical Practice and Level of adaptive behaviour.

Background Lack of positive parenting and not having a clear direction on where to go for parenting help has driven children and youth to leave home before their readiness to leave home, live in homes with parents with no literal parent figure present, increases the number of dysfunctional families, increases concealed homelessness and sleeping rough in young adults which subsequently increases the number of adolescents and children in state care; foster care, emergency accommodation, homeless and hidden homelessness and sleeping rough. Managing this flow and developing a framework to support positive parenting style has been a major shortcoming in our society today.

Introduction Coming up with a positive parenting philosophy can be a challenge. How you decide to impart and teach a child can be a key element when it comes to raising a child, knowing the child, establishing mutual respect and a line of open communication. This article is an intervention guide that mirrors responsibility for all issues relating to parenting. Parents need to secure resources, articulate a vision of what childhood should be about and how parents can be helped in providing the best possible care for their children. It will examine child’s psychological pathology, parenting philosophy and positive parenting subsequently access to a framework for parental assessment

The importance of a child nurtured in an early age: parenting and it’s scienctific correlation According Bronson and Merryman, school-aged children whose mothers nurtured them early in life have brains with a larger hippocampus. What is the hippocampus? The hippocampus is a key brain structure important to learning, memory and stress response. This research focuses on the amygdala, which is the area of the brain connected to emotional memory and reactions, and the hippocampus, which consolidates information from short-term memory to long-term memory. The Washington University School of Medicine research shows that the critical region of children’s brain anatomy is linked to a mother’s nurturing. This research shows that full 10 percent in hippocampal mass between nurtured children and their extremely neglected counterparts. The way children are treated in their early years is important not only for the child’s emotional development, but also in determining the size of their brains. The size and growth of the brain’s structures relates directly to a child’s potential for learning, as well as long- and shortterm memory, and lifelong appropriate stress responses. The way a child is parented has a deep and indelible impact on that child’s life

Time and its effect on parenting Time is one of the major factors that can influence or inhibit parental functioning depending on how it is handled. According to paw research (Parenting children in the age of screens) shows that roughly seven-in-ten parents (68%) say they are at least sometimes distracted by their smartphone, with 17% saying this happens often. Statistic flow: parenting demand and screen: S Aman-Back, K Björkqvist survey showed the self-reported amount of active engagement time for parents. The amount of parental quality time decreased with the age of the child, the average across age groups being 4.4 +/- 3.0 hr. for mothers and 3.0 +/- 2.9 hr. for fathers per day and children reported spending roughly 1 hour more time with their parents than the latter reported (total hours 5.4+). According to the comparison parental commitment chart on the statistics flow of this research shows that this age parenting spends more time on screen and less time on parenting as required. Statistically, the more technology advances the lower the slope drops below the equilibrium of positive parenting. As the time spent on the screen increases (the slope rises) it automatically reduces the time spent on parenting (the slope decreases). The total parenting estimated time = 5 hrs 40 mins daily according S Aman- Back, K Bjorkavist survey depend on age. The equilibrium on parental commitment based on this research chart is 2 hrs 30 mins = 50%. According Paw Research on parental commitment 68% = 1 hr 45 mins operating below the equilibrium, sometimes distracted, more time spent on smartphone. However, if the time spent daily drops below the equilibrium, then parental pressures arise giving rise to societal dysfunction; where social disorganisation, social pathology or social dysfunction are analytical contexts in which the determinist relationship between crime and society are clearly suggested (Young, 1981). The higher the number of quality of parenting hours spent daily will determine the quality of societal relational structures. This means that parenting of this age is experiencing time constraints and the dynamic paradigm shift of technology is having negative impact on positive parenting.

Parenting functioning Parenting style has big impact on how children develop into adults and there are important implications for their future success. Under the hypotheses of parenting Functioning and its clinical approach this article will elaborate on the five main parenting styles and their implications for rearing successful children and leaders. The five parenting styles and their clinical practice: Neglectful parents, Permissive or indulgent parents, Authoritarian parents, Egocentric parents and Authoritative parents. (1) Neglectful parents. When parents simply don’t engage much in the parenting role, spend less time with their children and allow TV and video games to babysit. Clinical practice: The children of disengaged parents had the worst outcomes according to the research analysis: most did not do well in school, had problems with peer relationships, had trouble following rules, had behaviour problems due to a lack of self-control, communication skills and the highest levels of anxiety, depression and drug abuse. (2) Permissive or indulgent parents. Attentive parents, who provide a great deal of warmth and interaction, with few rules and constraints and seem more like friends than parents, tended to use manipulative methods to motivate and avoided confrontations, preferring to be seen as friends rather than authority figures. Clinical practice: according to the research analysis, the children of permissive parents were typically low in self-control, low in consideration of others, low in achievement motivation, few boundaries, and a sense of entitlement, one-sided interpersonal relationships, they are more probable to use drugs and leave home easily. (3) Authoritarian parents. This parent is adherence to rules, a dominating style, with a great deal of control and may be punitive and is likely to believe in the “spare the rod, spoil the child” rule. They are very critical, rigid in communication, harsh and with unpredictable consequences for disobedience.Clinical Practice: according to the research analysis, lack of confidence, prone to anxiety, depression, giving in to peer pressure, tempted to leave home before their readiness to leave home and more attracted to live apart from their parents. Research suggests that children of authoritarian parents may lack some of the critical social communication skills and interpersonal relationships skills. (4) Egocentric parents. Tend to be manipulative, emotion centred parents, when it appeases their emotion, they apply instant gratification and when it doesn’t it leads to parent systematic withdrawal. Their support is based on feelings and sentiments and it elicits unsettlement and dysfunctional families. Clinical practice: child makes incorrect assumptions about what other people are thinking or feeling, can feel just as empty and depleted, low self-esteem, apathy, unhealthy and engrossed with feelings of isolation. (5) Authoritative parents. Encourage their children to be independent at ageappropriate, but also set limits and boundaries, discipline is applied, but in a supportive, non-punitive way, high in expectations and high in support, give rational explanations for their rules and expectations, listen and take into account their child’s perspective, engage in give-and-take but do not base their decisions solely on their child’s desires, praise positive behaviour, involve in aged based routine and Consequences for misbehaviour logically related to the child’s actions. Clinical practice: according to the research analysis: portrayed the highest levels of confidence, social skills, respect for others, self-control, school achievement and self-reliance.

Examining the five styles of parental function and their clinical practice as highlights the superiority of authoritative parenting In line with Baumrind’s early finding —now widely replicated— that the children of parents who are both responsive and firm tend to be more competent and cooperative than children of parents who are either authoritarian or permissive (Baumrind & Black 1967), according to a psychologist Laurence Steinberg, got major confirmation from a 10-year of 20,000 families on the superiority of authoritative parenting, with its balanced integration of demandingness and responsiveness. How the parenting styles would play out in the teens, taking into consideration how each style would handle a common parent-teen scenario: your teenager comes home late or after curfew. An authoritarian parent would impose a punishment with little or no discussion; the emphasis would be on following the rule, period. A permissive parent might be unhappy about the lateness but would avoid a confrontation about it. Negligent parents probably wouldn’t have even set a curfew, or if they had, wouldn’t care much about the lateness. Authoritative parents would take the lateness seriously. They would find out why their child was late, discuss the legitimacy of the reason, and help their teen see why a responsible person, regardless of the reason, would phone (or text) to let their parents know they were safe but would be late. The emphasis of the authoritative parent would be on the teen’s taking the parent’s perspective and committing to more responsible behaviour in the future. If the problem recurred, there would be a discussion of fair consequences to motivate future compliance. In Steinberg’s study, as in Baumrind’s, teens from authoritative families excelled in all categories. They were the most confident, the least likely to abuse drugs or alcohol, and the least likely to experience problems with anxiety or depression. They invested the most time in their studies and got the best grades.

Level of adaptive behaviour and psychological impact of bad parenting and clinical practice This will elicit the cognitive effect of bad parenting. Clinical Practice: (1) Behavioural. The child does not consider how their actions might affect others; this is known as antisocial behaviour. This can lead to substance abuse, mental health problems, crime, critical, negative and coercive behaviour and poor health. Approach: parents who do not help their child to express their emotions in a healthy manner will find that their child is unable to maintain friendships that will cause the child to question trust and develop low self-confidence. (2) Apathy. If the child is treated with indifference at home, then chances are high that the child will behave the same with others outside. (3) Identity diffusion. Robs the child’s off how to cope with emotional, mental, and physical trauma (poor resilience). (4) Depression. It will end with higher susceptibility of depression; feeling despair that they can’t escape, exhausted, continuous mood swings, engrossed with the feeling of exasperation, isolation, unexplainably overwhelmed. (5) Belligerence. Many studies have shown that traces of aggression from a very early age results from disconnection between a mother and a child’s relationship lead to explosive anger issues in kindergarteners. (6) Maladaptive negative mood. Studies have shown that “mood” is important when nurturing a child; speaking with uncontrollable rage and controlling in your discussion all the time, then chances are high that the child will grow up with apprehensiveness, the tendency to behave angrily, lack of emotional selfregulation, poor self-esteem, physiological stress, explosive aggression in communication and relationship with others and it can become a self-destructive pattern: (7) Diffuse negative moods. Moods can be diffuse with no identifiable object. If the child experienced severe diffuse Negative moods at home, then chances are high that the child will incline to have negative emotions such as being sad, angry, or afraid.

Anticipation guides are recommended If you want to maximize your contribution to your child’s development of character and competence, integrate demandingness and responsiveness. This balanced, authoritative style of parenting combines anticipation guides are recommended: a Confident authority that sets high but age-appropriate expectations. b A high level of warmth and support that helps children meet those expectations. c Rational explanations of parents’ rules and requirements. d Valuing both obedience and age-appropriate independence. e Fair and reasonable discipline that holds children accountable to expectations, with an emphasis on the development of responsibility. f Parental willingness to engage in give-and-take that gives kids a fair hearing, with parents making the final decision. g Treating children as individuals who have needs and feelings deserving respect.

Our new world

By Dr. Rosa Hilda Lora M. Advisor at AIU | rosa@aiu.edu

We start the year 2021 and from the information that we receive every day it seems that the Coronavirus pandemic is affecting more people and we also have that it has mutated. World society hoped that for the year and months that we have been affected by this virus, the situation would have been resolved. What has happened so that we don’t see the end of this pandemic come? First of all let’s see what we have done to live the times we are in. We say that we are rational beings and what we have done as rational beings, as beings of values, as beings of emotions? What we see everywhere is violence and more violence. As Pope Francis said in an interview —this society is either unconscious or hypocritical. Where that reason is? Where those values are? Where the control of emotions is? We have a global society that wants to solve everything through violence. We continue as in the early days of the first communities: everything resolved through the law of the strongest.

Another aspect to consider is the environment that life allows us. We are living among hurricanes here, earthquakes there, avalanches, river overflows. We couldn’t be suffering more and let’s add the lines of people, in rich countries, waiting for food because they don’t have something to eat. In our work we have developed extraordinary scientific thinking and with it a technology that solves everything. For everything we just have to press this button or the other and we already have the solution to an easier way to live. It is true that in this journey we have left a part of society in a precarious situation for life. The world, in which we live, has more facilities to carry out activities but this way of life requires resources and people with the necessary capacity to live a life structured in this way. You have to study to live in this new world. We are in a race of resources and trained people. In any case, science has an extraordinary development. But this world, this society with everything achieved, it seemed that something was not working because it was not possible to continue in social violence, the extraction of natural resources and the garbage dump of all kinds anywhere on the planet and the belief in facts unreliable. That world wasn’t going to continue. With a world like the one we have, the coronavirus pandemic comes to us and we need to see how we get out of all the problems.

What is evident is that violence doesn’t leave results for national or international problems. We have to solve everything that happens by winning for everyone. If people were to see that life is for everyone, instead of dedicating themselves to accumulating goods, national and world society would be different. If we were aware of te value of natural resources, we wouldn’t base the form of production on extracting and extracting without taking care of giving back. We must also see how to handle all the products that our way of life produces as garbage. We see that there’re already countries that started zero waste production.

Science has already shown us that those who believe in as many situations as they want to imagine the answer are in the scientific. Why are there so many infected and sick besides the dead? Because we don’t do what the scientists tell us. Now the time for vaccination has come for everyone. The time has come to think about how human relationships should be. The time has come to think about how to relate to nature. Now is the time to see how to create zero waste production. The time has come to think that you have to study to live in the world of technology. The pandemic has us, that in all countries, it is confinement or work until x hour because infections and deaths are not reduced. The pandemic is leaving us with financial problems. The pandemic is generating unemployment because production is not the same as we had. States have serious problems in providing health care to all those who are infected with coronavirus. States have to spend financial resources to purchase vaccines and dedicate human resources to their application. In memory of all those who have died from the pandemic we must: Change the way we relate as human beings. Change the way we relate to nature. Change the way we source goods. Give science the place it has, respecting it and applying ourselves to knowing what it says, studying to create a society that we cry out for. Those who have died as a result of the coronavirus pandemic ask us for these changes from their graves. We all hope that because a new year began with that everything will change.

If we don’t change everything will remain the same and the pandemic who knows where it will take us. The dead ask for it from their graves. It is up to us whether this pandemic ends. Whether this world is different depends on us. We can do it. We have to want to or the dead will claim us forever from their graves. We have to want to do it or every day we will be less human being on this planet Earth. The life we will have depends on us, no one else.

BIBLIOGRAPHY. Fromm, E. (2009). ¿Tener o ser? México: FCE | Lovelock, J. Entrevista - Julio -19- 2020 Retrieved from: https://www.climaterra.org/post/lovelock-la-biosfera-y-yo-estamos-en-el-%C3%BAltimo-1-de-nuestras-vidas | Lovelock, J. – Original Interview- July- 18- 2020 Retrieved from: https://www.theguardian.com/environment/2020/jul/18/ james-lovelock-the-biosphere-and-i-are-both-in-the-last-1-per-cent-of-our-lives

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