Search results

Filters

  • Journals
  • Keywords
  • Date

Search results

Number of results: 3
items per page: 25 50 75
Sort by:

Abstract

Developing the empathic attitude is one of the tasks of medical education as it aff ects the quality of therapeutic contact in the relationship between the doctor and the patient, conditioning the treatment process. According to Davis’s concept, empathy is defi ned as an aff ective-cognitive reaction in the context of the other person’s experience. Aim: Analysis of profi les of empathic sensitivity in students of medicine. Group: Male and female students of the fi ft h year of medicine who agreed to participate in an anonymous study (n = 153; M = 57, F = 96; mean age: 23 years). Tools: Th e Empathetic Sensitivity Scale (EES), which is the Polish tool for Davis’s Interpersonal Reactivity Index (IRI) was used. Th e ESS includes three sub-scales: Empathic Care (EC), Personal Distress (PD) and Adopting Perspective (AP). Results: The raw results were converted into sten scores and for sten scores for all three dimensions of empathetic sensitivity no diff erences were found between male and female students. Th ree clusters (1: n = 33%, 2: n = 39%, 3: n = 28%), which diff er in terms of each distinguished indicator, were identifi ed. Conclusions: Th e first cluster characterizes empathetic people, both in the aff ective and cognitive spheres, and those dealing well with unpleasant emotions in situations diffi cult to others. Th e second cluster characterizes participants with the ability to recognize the needs of others and to take into account their perspectives; the third cluster includes participants with a tendency to focus on their own experiences emerging in response to other people’s suff ering but with the ability to understand a situation and show empathic concern for the other person. The most favourable profi le — for a future doctor as well as for his patients — is the fi rst cluster because the doctor, with his empathic sensitivity directed towards the other man, can deal with his own unpleasant emotions.
Go to article

Abstract

In this paper, the analysis of carbon footprint values for children’s footwear was conducted. This group of products is characterized by similar small mass and diversity in the used materials. The carbon footprint is an environmental indicator, which is used to measure the total sets of greenhouse gas (GHG) emissions into the atmosphere caused by a product throughout its entire lifecycle. The complexity of carbon footprint calculation methodology is caused by multistage production process. The probability of emission greenhouse gases exists at each of these stages. Moreover, a large variety of footwear materials – both synthetic and natural, give the possibility of the emission of a lot of waste, sewage and gases, which can be dangerous to the environment. The diversity of materials could be the source of problems with the description of their origins, which make carbon footprint calculations difficult, especially in cases of complex supply chains. In this paper, with use of life cycle assessment, the carbon footprint was calculated for 4 children’s footwear types (one with an open upper and three with full uppers). The life cycles of the product were divided into 8 stages: raw materials extraction (stage 1), production of input materials (stage 2), footwear components manufacture (stage 3), footwear manufacture (stage 4), primary packaging manufacture (stage 5), footwear distribution to customers (stage 6), use phase (stage 7) and product’s end of life (stage 8). On these grounds, it was possible to point out the life cycle stages, where the optimization activities can be implemented in order to reduce greenhouse gases emissions. The obtained results showed that the most intensive corrective actions should be focused on the following stages: 3 (the higher emissivity), 4 and 8.
Go to article

This page uses 'cookies'. Learn more