Journal articles on the topic 'Chung Cheng High School'

Abstract In the early twentieth century, Chinese literati painting was embroiled in arguments on the relationship between ancient and modern or east and west. Therefore, the artistic practices of Wu Changshuo, Chen Shizeng, Qi Baishi, Xu Beihong and so on, were in response to this development. However, with the occurrence of World War ii and changes in the post-war situation, literati painting underwent further, new changes in different regions. This article intends to discuss the overseas Chinese painters Chen Wen Hsi and Chung Chen Sun as examples in exploring the new development of literati painting in Singapore and Malaysia in the second half of the twentieth century. Chen Wen Hsi was born in Jieyang County, Guangdong Province in 1906. He studied at Shanghai Fine Arts College and Xinhua Art College. He went to Singapore and held an exhibition in 1948. In 1950, he taught at The Chinese High School, and the following year also began teaching Chinese ink painting at Nanyang Fine Arts College. Chung Chen Sun, a native of Mei County, Guangdong Province, was born in 1935 in Malacca, Malaysia. In 1953, he entered the Department of Art Education of Nanyang Academy of Fine Arts, which was founded by Lim Hak Tai. Chung was inspired by predecessors such as Cheong Soo-pien, Chen Wen Hsi and Chen Chong-swee who had pursued the Nanyang style. In 1967, Chung founded the Malaysian Academy of Art. Their styles of painting not only incorporate the Eastern aesthetics and Western theory but also include diverse elements. Their paintings wrote a new page in the history of literati painting during the Cold War era.

Trong xã hội toàn cầu hiện nay, học tiếng Anh là rất quan trọng và cần thiết cả trong cuộc sống và ở trường. Bởi vì tiếng Anh là ngôn ngữ phổ biến nhất được nói trên thế giới, nó cũng là một phương tiện giao tiếp quan trọng, giúp chúng ta hiểu kiến thức và văn hóa của cộng đồng quốc tế. Tiếng Anh được dạy như một môn học bắt buộc tại hầu hết các trường học ở Việt Nam. Mục tiêu của việc dạy tiếng Anh là giúp học sinh, sinh viên tìm hiểu thông tin, kiến thức và sự kiện thông qua việc sử dụng các kỹ năng ngôn ngữ. Tuy nhiên, một số người Việt Nam gặp một số khó khăn khi sử dụng tiếng Anh và họ không thể sử dụng các kỹ năng tiếng Anh đúng cách. Đặc biệt, nhiều học sinh trung học phổ thông tạiViệt Nam thường cảm thấy không hài lòng với kỹ năng viết của mình vì họ thiếu phương pháp phù hợp. Vì vậy, mục đích của nghiên cứu này là tìm ra kết quả của việc sử dụng phương pháp sơ đồ tư duy để giúp học sinh cải thiện kỹ năng viết. Những người tham gia nghiên cứu này là học sinh lớp 11 tại trường trung học phổ thông Thái Nguyên. Thông qua việc áp dụng phương pháp phân tích bài viết của học sinh, nghiên cứu đã phát hiện ra thực trạng sử dụng bản đồ tư duy trong học viết, hiệu quả của việc sử dụng sơ đồ tư duy để nâng cao kỹ năng viết của học sinh tại trường trung học phổ thông Thái Nguyên. Hai công cụ khác nhau đã được sử dụng trong nghiên cứu là bảng câu hỏi, phân tích bài viết với mục đích đạt được dữ liệu đáng tin cậy và hợp lệ hơn cho nghiên cứu. Những phát hiện của nghiên cứu hi vọng sẽ hữu ích cho trường trung học phổ thông Thái Nguyên nói riêng cũng như tất cả các trường trung học phổ thông ở tỉnh Thái Nguyên nói chung.

This study focuses on rainwater harvesting system in a school area in Kuching, Sarawak. Over the years of development processes, there exists quite a number of environmental issues in Malaysia and this is getting serious day by day. Flooding, greenhouse effect, pollution, and global warming are some of the factors that are happening brought about by the rapid development in Malaysia and the whole world today. Presently, the water supply systems have improved but the demand is increasing due to the population growth, and development. To pursue the need for a more sustainable development, rainwater harvesting has been recognized as one of the innovative solutions. This method can be used as an alternative water supply in the future and can reduce the utility bills for water supply among the consumers and potential to be implemented in Malaysia since it has high rainfall intensity. Besides, usage of the collected water volume from rainwater harvesting was direct and without any treatment. The process will include observation of the study area, rainfall data, and collections of data to determine the storage capacity required. From this study, rainwater can fully replace the treated water and the cost of the system is RM 16,699.60. The payback period of the system is 7.12 years with minimum maintenance fees.

This descriptive study aims to identify the relationship between the principal leadership and motivation among the national school teachers in the town of Nibong Tebal, Penang, Malaysia. A total of 283 teachers via random sampling method were chosen from twenty-one national school in the district of Seberang Perai Selatan, Penang. The questionnaires constructed by Leithwood and Jantzi (1999) and adapted by Anandan (2011) have been used to measure the principal transformational leadership. The questionnaire of Teacher Motivation Questionnaire by Chung (2012) was used to measure work motivation among teachers. The findings presented that the transformational leadership in the teacher's perspective is very high while the work motivational level among the teachers is high as well. The findings show that there are significant differences in both leadership style and teacher motivation towards teachers’ gender. Relationship analysis also indicated that there was a significant positive correlation between transformational leadership and teachers’ work motivation. Regression analysis also displayed that the best predictor of teachers’ motivation is the individual support in transformational leadership. In conclusion, this study recommends that principals should be competent in applying transformational leadership to improve teachers' innovation in accordance with the school suitability and the needs of the situation.

ABSTRACT The 2019 Nobel Prize in Chemistry was awarded to three pioneers of lithium-ion batteries (LIBs)—Prof. John B. Goodenough at the University of Texas, Prof. M. Stanley Whittingham at the State University of New York and Mr. Akira Yoshino at the Asahi Corporation of Japan, which is a great encouragement to the whole field. LIBs have been developed for several decades with the progress slowing down and their performances approaching some theoretical limits. On the other hand, new types of batteries or power systems, including solid-state batteries, sodium-ion batteries, lithium-sulfur batteries and fuel cells, are being steadily developed, offering new choices for divergent applications. In this panel discussion chaired by NSR editorial board member Huiming Cheng, battery experts gather to discuss the challenges and trends of LIBs, the developments and applications of next-generation batteries, as well as the status quo of the battery research and industry in China. Jun Chen Professor of the College of Chemistry, Nankai University, Tianjin, China Yunhui Huang Professor of the School of Materials Science and Engineering, Huazhong University of Science and Technology, Wuhan, China Hong Li Professor of the Institute of Physics, Chinese Academy of Sciences, Beijing, China Shigang Sun Professor of the College of Chemistry and Chemical Engineering, Xiamen University, Xiamen, China Hongli Zhang Director of the R&D Institute of Battery, Gotion High-Tech Power Energy Co., Ltd., Hefei, China Huiming Cheng (Chair) Professor of the Shenzhen Geim Graphene Center, Tsinghua-Berkeley Shenzhen Institute, Tsinghua University, Shenzhen, China; Shenyang National Laboratory for Materials Science, Institute of Metal Research, Chinese Academy of Sciences, Shenyang, China

ABSTRACTThe basic error in Hu Shi's “An Exposition on Confucians” lay in discussing the basic nature of the Confucian school on the basis of the “tragic fate and miserable status of the survivors of the Shang”; for half a century this mistaken premise has been accepted by most historians as proven. On the basis of an analysis of pre-Qin literary sources, this paper first proves that there was no “tragedy of the defeated state”; on the contrary, the Yin survivors continued to possess considerable political power and quite high social status. Second, on the basis of newly un earthed Shang and Zhou inscriptions, the fate and status of the Shang survivors is set forth from three sides: (1) The history of the Wei Shi clan and Lu Sheng clan of the Guanzhong region, for which genealogies of seven-eight or six-seven generations exist, is reconstructed on the basis of, for the former, the Ding bronze horde newly unearthed from Fufeng Zhuangbai, and, for the latter, the inscriptions on already known as well as recently unearthed bronze vessels from the same area. Both clans were survivors from the Shang and close relatives of the Shang king; they possessed cities, subjects, and official positions, as well as holding offices in charge of troops. (2) The same conclusion may be reached in individual cases in various other kingdoms, such as for Mo Situ Sung of the state of Wei , and Dong Hefu of the state of Yan . As for the Ling Shi , Chen Chen and Deng of Cheng Zhou , Cheng Zhou is the ancient home of the Shang survivors, yet they seem not to have been the object of any special restriction or suppression. This section is based solely on inscriptions; the conclusions reached, however, are completely in agreement with those derived from literary evidence in the previous section. Finally an attempt is made to explain why the survivors of the Shang had land, subjects, offices, and power. We believe that it was due to a political and social structure with the clan as the primary unit. A complete explication of this question awaits a detailed study of oracle-bone and archaeological source material.

International Journal of English and Cultural Studies (IJECS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJECS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 2, Number 1 Abdelhamid M. Ahmed, Helwan University, EgyptAli Dabbagh, Gonbad Kavous University, IranAlvaro Recio, University of Salamanca, SpainAna Costa Lopes, Higher School of Education of Viseu, Viseu Polytechnic Institute, PortugalChia-Cheng Lee, Portland State University, USAElena Orduna, Universidad Complutense de Madrid, SpainEllie Boyadzhieva, South-West University, Blagoevgrad, BulgariaEmmanuel Chibuzor Okereke, National Examinations Council, Enugu State Office, NigeriaFarzaneh Shakki, Islamic Azad University, IranGillian Steinberg, SAR High School, USAJerald Sagaya Nathan, St. Joseph’s College , IndiaJonah Uyieh, University of Lagos, NigeriaJoseph Hokororo Isamail, Institute of Judicial Administration Lushoto, TanzaniaKeeley Megan Buehler Hunter, Southern New Hampshire University, SwitzerlandLeo H. Aberion, NIVERSITY OF SAN JOSE-RECOLETOS, PHILIPPINESMałgorzata Podolak, Maria Curie-Skłodowska University in Lublin, PolandMariam Nemsadze, Akaki Tsereteli State University, GeorgiaMohammed Nasser, Wasit University, IraqNeil Mc.Caw, University of Winchester, UKNicolau Nkiawete Manuel , Agostinho Neto University, AngolaRaven Maragh, Gonzaga University, USAShashi Naidu, Ball State University, United StatesSilvia Pellicer-Ortín, University of Zaragoza, SpainStevanus Ngenget, Catholic University of De La Salle Manado, IndonesiaTorbjörn Lodén, Stockholm University, SwedenVasfiye Geckin, Bogazici University, TurkeyVesselina Anastasova Laskova, University of Udine, Italy Nina HowardEditorial AssistantInternational Journal of English and Cultural StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97006-6018, USAWebsite: http://ijecs.redfame.com

本研究は、英語学習者である日本人大学生を対象に自由記述式のアンケートを実施し、大学入学前の中学校と高等学校の６年間に、どのような要因で英語学習の動機づけが高まったのか、また減衰したのかを探索することによって、英語学習に関する動機づけを行う方策についての示唆を得ることを目的とする。最初に、先行研究に基づいて動機を高める要因と減衰させる要因をまとめる。次に、これらの要因と動機の変容について探究しようとした先行研究を概観し、研究方法上の問題点を指摘する。先行研究の問題点を克服するために本研究は計画された。 In recent research on L2 learning motivation, there have been an increasing number of studies on motivators (e.g., Cheng & Dörnyei, 2007; Guilloteaux & Dörnyei, 2008; Sugita & Takeuchi, 2010) and demotivators (e.g., Kikuchi & Sakai, 2009; Sakai & Kikuchi, 2009) in the classroom. Although findings from these studies give general guidelines to language teachers, it has been argued that the motivators and demotivators vary in different contexts and that learner motivation fluctuates (Hayashi, 2005; Miura, 2010; Sawyer, 2007; Shoaib & Dörnyei, 2005). This study was aimed at understanding the changes in motivation among Japanese learners of English during their 6 years of high school. Based on a survey of 199 college students taking an English language teaching certificate class in the spring semesters of 2006, 2007, and 2008, the general pattern of changes as well as reasons for change were investigated. In a questionnaire adapted from Sawyer (2007), participants were asked to reflect on their level of motivation at the beginning and end of the school year during their 6 years of high school and rate the level on a 5-point Likert scale (0: completely demotivated, 1: fairly demotivated, 2: a bit motivated, 3: fairly motivated, 4: completely motivated). They were also asked to write why their motivation became higher or lower. The two research questions posed for this study were “When do Japanese learners of English experience motivators and demotivators in their six years of study in high schools?” and “What are motivators and demotivators experienced during those times?” Through an analysis of the changes in motivation, it was found that the level of participants’ motivation generally went down from the end of the 1st year of junior high school to the beginning of the 2nd year, from the end of the 3rd year of junior high to the 1st year of high school, and from the beginning of the 1st year of senior high school to the end of that school year. The level of motivation generally went up from the end of the 2nd year of senior high school to the beginning of the 3rd year and from the beginning of the 3rd year to the end of that school year. Statistical significance was found between each pair (Bonferroni-adjusted significance level α = .0045). These findings confirm those of previous studies (Hayashi, 2005; Miura, 2010; Sawyer, 2007) which reported the general pattern of the motivational fluctuation of Japanese English learners. Apparently, goals such as success in entrance examinations for senior high schools and universities may be reasonable motivators for many Japanese learners of English. After achieving entrance to junior high school or senior high school, participants may have difficulty adjusting to the class instruction and find it demotivating for a while. Furthermore, it was found that various factors such as experiences of failure, teacher behavior, or the content of classes can be motivators or demotivators. By using reflective surveys, we were able to glimpse the complexities of learners’ motivation. Based on the findings from this study, we discuss the importance of reflecting on our daily teaching practice and call for research considering learners’ contexts in depth.

Background. The article discusses the problems of introducing optional classes into the secondary school — a fundamentally new mass form of education, examines the methods and techniques of teaching and their appropriate use in optional classes. It is necessary to take into account the fact that the choice of students in elective classes is based on the principle of voluntariness. Methods. The article expresses the importance of focusing mathematical electives on the development of teaching methods for topics and sections of mathematics that are included in high school programs. Results. 1. It should be noted that the students of mathematical electives themselves prefer creative forms and methods of teaching and strive not to be passive listeners. 2. Characterizing the whole complex of teaching methods used in elective classes in mathematics, it should be noted that in the proper sense of the word teaching methods are used here the same as in teaching the basic course of mathematics. 3. In the general course of mathematics, the teaching method is used only fragmentarily, the essence of which lies in the independent disclosure of new content by students with the unobtrusive help of the teacher. Conclusion. What is described in this article should not be understood as a decisive rejection of lectures in general. On the contrary, under certain conditions, a lecture method of presentation (say, a survey lecture on a complex problem) can be useful.

<p>Developing the ability to speak English is a daunting task that has long been omitted in a test-driven pedagogy context (Chang, 2011; Li, 2012a, 2012b; Chen &amp; Tsai, 2012; Katchen, 1989, 1995). Since speaking is not tested for school admissions, most students are not motivated to learn it (Chang, 2011; Chen &amp; Tsai, 2012). Now, globalization makes English Lingua Franca; speaking English is definitely bound to be one key capability to connect oneself with the world (Graddol, 2007). Thus, teachers strive to help learenrs learn English by selecting appropriate and interesting topics to motivate them to learn more effectively (Dörnyei &amp; Csizér, 1998; Spratt, Pulverness &amp; Williams, 2011), especially in speaking. However, with only one internationally published research on Taiwanese college students’ topics preference (Chen, 2012) and none on high school students, selecting appropriate topics seems challenging. Consequently, this study intended to investigate the potential topics that motivated learners to practice speaking and their oral performance. The results show that learners preferred topics related to their daily life and their speaking improved in terms of speech unit, clause unit, and words uttered.</p>

We describe the development, implementation, and evaluation of a culturally-responsive college access program, Make It Happen, aimed at increasing educational opportunity for historically-targeted middle and high school students. The sample included 254 participants who participated in the evidence-based 10-session program. These participants completed surveys before and after the program which inquired about their (1) school engagement, (2) social connectedness, and (3) academic and college help-seeking self-efficacy. T-test analyses were conducted and determined the participants at post-test, felt significantly more engaged at school, more connected to others, and more self-efficacious in seeking support for information about academics and college. The authors describe the importance of working with teachers, school staff, and counselors to foster a supportive and positive exploratory space for students who could benefit from learning about their future options (Beesley, 2004; Yeh, Ching, Okubo, & Luthar, 2007).

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. 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This commentary is derived from the five empirical articles that appeared in the April 2017 special issue on student engagement (Liem & Chong, 2017). Drawing on others’ critiques of engagement theory and research, and with full appreciation for theoretical and disciplinary diversity, I provide a high altitude, inclusive perspective of each article’s relationship to three vital types of engagement theory and research. I offer this typology in service of two purposes: (1) to assist readers’ ability to categorize, classify, synthesize, and integrate engagement research, theory, concepts, and definitions; (2) to highlight the practice implications that follow each study. I conclude the commentary by highlighting needs for engagement research to better attend to the day-to-day practice realities of school psychologists, educators, and other pupil support personnel. Improvement science is offered as a means of helping researchers and practitioners pursue this important bridge-building work.

International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/journal/index.php/ibr/editor/recruitment and e-mail the completed application form to ibr@ccsenet.org. Reviewers for Volume 11, Number 10 &nbsp; Andrea Carosi, University of Sassari, Italy Anna Paola Micheli, Univrtsity of Cassino and Southern Lazio, Italy Ant&ocirc;nio Andr&eacute; Cunha Callado, Universidade Federal Rural de Pernmabuco, Brazil Ashford C Chea, Benedict College, USA Aurelija Burinskiene, Vilnius Gediminas Technical University, Lithuania Benjamin James Inyang, University of Calabar, Nigeria Bruno Ferreira Frascaroli, Federal University of Paraiba, BrazilBrazil, Celina Maria Olszak, University of Economics in Katowice, Poland Cheng Jing, eBay, Inc. / University of Rochester, USA Chokri Kooli, International Center for Basic Research applied, Paris, Canada Claudia Isac, University of Petrosani, Romania Dea&rsquo;a Al-Deen Al-Sraheen, Al-Zaytoonah University of Jordan , Jordan Eunju Lee, University of Massachusetts Lowell, USA Federica De Santis , University of Pisa , Italy Foued Hamouda, Ecole Sup&eacute;rieure de Commerce, Tunisia Francesco Ciampi, Florence University, Italy Gilberto Marquez-Illescas , University of Rhode Island, USA Giuseppe Granata, University of Cassino and Southen Lazio, Italy Giuseppe Russo, University of Cassino and Southern Lazio, Italy Guo Zi-Yi, Wells Fargo Bank, N.A., USA Imran Riaz Malik, IQRA University, Pakistan Janusz Wielki, Opole University of Technology, Poland Jerome Kueh, Universiti Malaysia Sarawak, Malaysia Joseph Lok-Man Lee, The Hong Kong Polytechnic University, Hong Kong Ladislav Mura, University of Ss. Cyril and Methodius in Trnava, Slovakia Luisa Pinto, University of Porto School of Economics, Portugal Manuel A. R. da Fonseca, Federal University of Rio de Janeiro (UFRJ), Brazil Manuela Rozalia Gabor, &ldquo;Petru Maior&rdquo; University of T&icirc;rgu Mureş, Romania Marcelino Jos&eacute; Jorge, Evandro Chagas Clinical Research Institute of Oswaldo Cruz Foundation, Brazil Maria-Madela Abrudan, University of ORADEA, Romania Maryam Ebrahimi, Azad University, Iran Mithat Turhan, Mersin University, Turkey Modar Abdullatif, Middle East University, Jordan Mohamed Abdel Rahman Salih, Taibah University, Saudi Arabia Ozgur Demirtas, Turkish Air Force Academy, Turkey Pascal Stiefenhofer, University of Brighton, UK Rafiuddin Ahmed, James Cook University, Australia Riaz Ahsan, Government College University Faisalabad, Pakistan Sumathisri Bhoopalan, SASTRA Deemed to be University, India Valeria Stefanelli, University of Salento, Italy Valerija Botric, The Institute of Economics, Zagreb, Croatia Wanmo Koo, Western Illinois University, USA Wejdene Yangui, Institute of High Business Studies of Sfax _ Tunisia (IHEC), Tunisia Yasmin Tahira, Al Ain University of Science and Technology, Al Ain, UAE

The aim of this study was to determine the students&rsquo; anxiety, motivation and attitude in learning English based on their socioeconomic status and English language achievement in National-type Tamil schools. Samples for this study comprised of 144 year 5 Indian students from four Tamil schools. Data for this study were collected by questionnaire adapted from instruments by Tsai &amp; Chang (2013), Ghazvini &amp; Khajehpour (2011) and Gaur (1985). The findings of this study showed that Indian students from urban and rural areas have a moderate level of anxiety in learning English. Students from both areas were instrumentally motivated and showed positive attitudes towards learning English. However, negative correlations were identified between English Language achievement and level of motivation in learning English as well as between daily spoken languages at home and with friends and the level of English language achievement. The result of this study also illustrated that level of motivation and attitude are positively correlated. In conclusion, the samples of this study showed high levels of anxiety as well as motivation and attitude in learning English. It is recommended that future research take more samples and include qualitative data to increase the reliability of the study.

The design of the RPP in the “Merdeka Belajar” program simplifies the making of lesson plans on one sheet. The three core components of the lesson plan are learning objectives, learning activities, and assessments. Therefore, it is necessary to immediately take concrete and innovative steps be able to produce an innovative RPP that can implement the true and complete "Merdeka Belajar" program. The purpose of this activity is to provide an understanding of the design of the lesson plans in the "Merdeka Belajar" program, by chang the technique of preparing the lesson plans which so far have been made in sheets into one sheet. The method in this activity is the lecture method and online demonstration. Community Service Activities with the theme Designing Innovative Lesson Plans in the Independent Learning Program at the Social Studies MGMP of Junior High Schools in Jember Regency had a positive impact. Social Studies teachers have become more aware of the Innovative RPP for independent learning launched by the Minister of Education and Culture

This study aims to determine: (1) the difficulties of geography teachers in SMA N 1 Ngaglik to develop learning media, and (2) how to solve those difficulties. This research was conducted in SMA N 1 Ngaglik. This study used descriptive qualitative method. The subjects in this study were the geography teachers. The data collection techniques used was observation, interviews, and documentation. The data analysis technique in this study used interactive analysis which includes data collection, data reduction, data presentation, and conclusion. The results of this study indicate: (1) the obstacles found in the school like the teachers develop syllabus using a scientific approach only, they have not carried out all learning models in accordance with Curriculum 2013, the difficulties in developing learning media, the difficulties in developing learning media, and the difficulties in assessing balanced attitudes and skills with knowledge, and (2) to solve those difficulties the teacher carries out various ways by discussing and sharing with other geography teacher, participates in MGMP activities from the school to the district level, attends trainings or workshops to add insight and various information for the improvements in developing learning media. Keywords: obstacles, learning media, curriculum 2013 References Cheung, A.C.K & Wong, P.M. (2012). “Factors Affecting the Implementation of Curriculum Reform in Hong Kong: Key Findings from a Large‐Scale Survey Study”. International Journal of Educational Management, Vol. 26 Iss: 1, pp.39 – 54. Doi: http://dx.doi.org/10.1108/09513541- 211194374. Eraslan, A. (2013). “Teachers’ Reflections on the Implementation of the New Elementary School Mathematics Curriculum in Turkey”. HU Journal of of Education. 28 (2), 152-165. Mulyasa. E (2014). Pengembangan dan Implementasi kurikulum 2013. Bandung: PT. Remaja Rosdakarya. Kankam, B., Bordoh, A., Eshum, I., Bassaw, T.K, & Korang, F.Y. (2014). ”Teachers’ Perception of Authentic Assessment Techniques Practice in Social Studies Lessonsin Senior High Schools in Ghana”. International Journal of Educational Researchand Information Science. 1 (4): 62-68. Katuuk, D.A. (2014). Manajemen Implementasi Kurikulum: Strategi Penguatan Implementasi Kurikulum 2013. Cakrawala Pendidikan, 13 (1): 13-26. Kurebwa, M. & Nyaruwata, L.T. 2013. ”Assessment Challenges in the Primary Schools: A Case of Gweru Urban Schools”. Greener Journal of Educational Research 3(7), pp. 336-344. Lumadi, M.W. (2013). “Challenges Besetting Teachers in Classroom Assessment: An Exploratory Perspective”. Journal of Social Science. 34 (3): 211-221. Mayer, V.J. & Fortner, R.W. (1987). “Relative Effectiveness of Four Modes of Dissemination of Curriculum Materials”, TheJournal of Environmental Education, 19(1) 25-30. Doi:10.1080/00958964.1987.- 10801957. Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 81 Tahun 2013 tentang Pelaksanaan Penilaian. Menteri Pendidikan dan Kebudayaan Republik Indonesia. 2014. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 104 Tahun 2014 tentang Pelaksanaan Penilaian. Ryder, J., Banner, I., & Homer, M. (2014). “Teachers’ Experiences of Science Curriculum Reform”. School. Sugiyono. (2007). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandungan: Alfabeta. Sukardi. (2005). Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya. Jakarta: Bumi Aksara. Syomwene, A. (2013). “Factors Affecting Teachers’ Implementation of Curriculum Reforms and Educational Policies in Schools: The Kenyan Experience”. Journalof Education and Practice. 4 (22) 80- 86. Wina Sanjaya. (2010). Perencanaan & Desain Sistem Pembelajaran. Jakarta: Kencana. Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

International Journal of Social Science Studies (IJSSS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJSSS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 5Abdul Azim Akhtar, Independent Academic & Researcher, Delhi, IndiaAgboola O. Paul, Universiti Teknologi Malaysia, MalaysiaAhmet Yıkmış, Abant Izzet Baysal Univeersity, TurkeyAnna Maria Mouza, International Hellenic University, GreeceAntónio Calha, Polytechnic Institute of Portalegre, PortugalAurora Pestaño, University of San Jose Recoletos (USJR), PhilippinesBassam Yousef Ibrahim Banat, Al-Quds University, PalestineBishnu Prasad Dahal, Tribhuvan University, NepalBo Li, Miami University, USADaniel Tia, University of Félix Houphouët-Boigny Abidjan, GRATHEL, Cote d’Ivoire (Ivory Coast)Encarnación ABAD ARENAS, National University of Distance Education (UNED), SpainFahri ÖZSUNGUR, Adana Science and Technology University, TurkeyIoannis Makris, High School of Pedagogical and Technical Education, GreeceIvan Lenard, Elementary School Ladimirevci, CroatiaJehu Onyekwere Nnaji, University of Naples II,Italy and Globe Visions Network Italy, ItalyJibrin Ubale Yahaya, National Open University of Nigeria NOUN, NigeriaLaura Diaconu Maxim, "Alexandru Ioan Cuza University" of Iasi, RomaniaLing Wei, China Foreign Affairs University, ChinaMd. Nasir Uddin, Prime Minister’s Office, BangladeshRachita Shrivastava Roy, Department of Higher Education,Chhatisgarh-India, IndiaRonaldo R. Larioque, Nueva Ecija University of Science and Technology, PhilippinesShyue Chuan CHONG, New Era University College, MalaysiaSusheelabai Srinivasa, University of Texas Rio Grande Valley, United StatesTracey A. Monson, CCIP for Childcare in Practice, Queens University Belfast, Republic of IrelandWahyu Nugroho, Sahid University of Jakarta, IndonesiaXian-Liang Tian, Zhongnan University of Economics and Law, ChinaYanzhe Zhang, Jilin University, China, China/AustraliaYusramizza Md Isa, Universiti Utara Malaysia, Malaysia James YoungEditorial AssistantOn behalf of,The Editorial Board of International Journal of Social Science StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://ijsss.redfame.com

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). Sustainostic Nusantara : Managing marine plastic debris for sustainable tourism in the ‘ New Bali ’ of Indonesia (4.0). https://doi.org/https://doi.org/10.7287/peerj.preprints.26747v1 | Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early Child Development and Care, 0(0), 1–10. https://doi.org/10.1080/03004430.2020.1717480 Asher, S. R., & Parker, J. G. (1989). Significance of Peer Relationship Problems in Childhood. In Social Competence in Developmental Perspective, 5–23. https://doi.org/https://doi.org/10.1007/978-94-009-2442-0_1 Beazidou, E., & Botsoglou, K. (2016). Peer acceptance and friendship in early childhood: the conceptual distinctions between them. Early Child Development and Care, 186(10), 1615–1631. https://doi.org/10.1080/03004430.2015.1117077 Blazevic, I. (2016). Family, Peer and School Influence on Children’s Social Development. 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Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children. School Psychology Quarterly, 23(4), 474–495. https://doi.org/10.1037/1045-3830.23.4.474 Fajriyah, L. (2018). Pengembangan Literasi Emergen Pada Anak Usia Dini. Proceedings of the ICECRS, 165–172. https://doi.org/https://doi.org/10.21070/picecrs.v1i3.1394 Forrest, C. L., Gibson, J. L., Halligan, S. L., & St Clair, M. C. (2018). A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments, 3, 239694151879539. https://doi.org/10.1177/2396941518795392 Hartup, W. W. (1992). Peer Relations in Early and Middle Childhood. https://doi.org/https://doi.org/10.1007/978-1-4899-0694-6_11 Hernández, Y. C. U., Núñez, E. F. D., Inga-Arias, M., & Lozada, O. R. (2020). Early stimulation and emotional intelligence and its incidence in communication learning at the initial level. International Journal of Early Childhood Special Education,12(1), 433–441. https://doi.org/10.9756/INT-JECSE/V12I1.201023 Khoiruddin, M. A. (2018). Perkembangan Anak Ditinjau dari Kemampuan Sosial Emosional. Jurnal Pemikiran Keislaman, 29(2), 425–438. https://doi.org/https://doi.org/10.33367/tribakti.v29i2.624 Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation. J Child Psychol Psychiatry, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x.Longitudinal Kompri. (2016). Motivasi Pembelajaran Perspektif Guru dan Siswa. PT Remaja Rosdakarya. Krauthamer Ewing, E. S., Herres, J., Dilks, K. E., Rahim, F., & Trentacosta, C. J. (2019). Understanding of Emotions and Empathy: Predictors of Positive Parenting with Preschoolers in Economically Stressed Families. Journal of Child and Family Studies, 28(5), 1346–1358. https://doi.org/10.1007/s10826-018-01303-6 Lane, J. D., & Shepley, C. (2019). Research to Practice: Promoting Academic and Social Behaviors in a Small Group. Journal of Early Intervention, 41(4), 279–282. https://doi.org/10.1177/1053815116643833 Lojk, M., & Adolfsson, M. (2017). Promoting peer interactions of preschool children with behavior problems A Systematic Literature Review. Magdalena, S. M. (2013). Social and emotional competence - predictors of school adjustment. Procedia - Social and Behavioral Sciences, 76, 29–33. https://doi.org/10.1016/j.sbspro.2013.04.068 Maslow, A. (1984). Motivasi dan Kepribadian: Teori Motivasi dengan Ancangar Hirarki Kebutuhan Manusia. Gramedia Pustaka Utama. Mayar, F. (2013). Perkembangan Sosial Anak Usia Dini Sebagai Bibit Untuk Masa Depan Bangsa. AL-Ta Lim, 20(3), 459–464. https://doi.org/https://doi.org/10.15548/jt.v20i3.43 McCormac, M. E., & Snyder, S. (2019). Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons. Professional School Counseling, 22(1b), 2156759X1983443. https://doi.org/10.1177/2156759x19834438 Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini (PAUD). Indeks. Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting Children’s Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI. Early Educ Dev, 24(7), 1–7. https://doi.org/10.1080/10409289.2013.825565.Promoting Nurmalitasari, F. (2015). Perkembangan Sosial Emosi pada Anak Usia Prasekolah. Buletin Psikologi, 23(2), 103. https://doi.org/https://doi.org/10.22146/bpsi.10567 Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. In Journal of Genetic Psychology (Vol. 171, Issue 3). https://doi.org/10.1080/00221320903300353 Santrock, J. W. (2012). 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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to ibr@ccsenet.org.Reviewers for Volume 10, Number 10Alina Badulescu, University of Oradea, RomaniaAshford C Chea, Benedict College, USAAtallah Ahmad Alhosban, Aqaba University of Technology, JordanAurelija Burinskiene, Vilnius Gediminas Technical University, LithuaniaBenjamin James Inyang, University of Calabar, NigeriaCelina Maria Olszak, University of Economics in Katowice, PolandDea’a Al-Deen Al-Sraheen, Al-Zaytoonah University of Jordan, JordanEjindu Iwelu MacDonald Morah, University of Westminster, London, UKEva Mira Bolfíková, Univerzity of P. J. Šafárik in Košice, Slovak RepublicFederica De Santis, University of Pisa , ItalyFlorin Ionita, The Bucharest Academy of Economic Studies, RomaniaFoued Hamouda, Ecole Supérieure de Commerce, TunisiaFrancesco Ciampi, Florence University, ItalyHanna Trojanowska, Warsaw University of Technology, PolandHerald Monis, Milagres College, IndiaHongliang Qiu, Tourism College of Zhejiang, ChinaHsiao-Ching Kuo, Washington and Jefferson College, USAHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaJoanna Katarzyna Blach, University of Economics in Katowice, PolandJorge Mongay-Hurtado, ESIC Business and Marketing School, SpainMansour Esmaeil Zaei, Panjab University, India/IranMarcelino José Jorge, Evandro Chagas Clinical Research Institute of Oswaldo Cruz Foundation, BrazilMaria Teresa Bianchi, University of Rome “LA SAPIENZA”, ItalyMithat Turhan, Mersin University, TurkeyMuath Eleswed, American University of Kuwait, USAPascal Stiefenhofer, University of Brighton, UKRadoslav Jankal, University of Zilina, SlovakiaRafiuddin Ahmed, James Cook University, AustraliaRoberto Campos da Rocha Miranda, University Center Iesb, BrazilRoxanne Helm Stevens, Azusa Pacific University, USASang-Bing Tsai, University of Electronic Science and Technology of China, ChinaSerhii Kozlovskiy, Donetsk National University, UkraineShun Mun Helen Wong, The Hong Kong Polytechnic University, Hong KongSumathisri Bhoopalan, Sastra University, IndiaVassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), FranceVincent Grèzes, University of Applied Sciences Western Switzerland (HES-SO Valais-Wallis), SwitzerlandWejdene Yangui, Institute of High Business Studies of Sfax _ Tunisia (IHEC), Tunisia

The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2). Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062 Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452 Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. 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An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009 Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press. Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004 Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition. Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017). Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication. Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12 Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6 Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. 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Hasil survei World Health Organization (WHO) menunjukkan lebih dari 80% wanita usia subur mengalami disminore saat haid dan 67,2% nya terjadi pada kelompok umur 13-21 tahun. Siswi SMK Darul Amin dari 32 siswi sebanyak 28 siswi pernah mengalami nyeri haid (dismenore) saat sedang mengalami menstruasi, merasakan sakit pada bagian perut dan menjalar kebawah bagian panggul, dan merasa kurang nyaman saat beraktivitas di sekolah. Salah satu penanganan nyeri haid secara non-farmakologis adalah akupresur dengan teknik tuina. Penelitian ini bertujuan untuk mengetahui pengaruh akupresur dengan teknik tuina terhadap pengurangan nyeri haid (disminore) pada remaja putri. Pra experiment (one group pre test post test) sebagai desain penelitian ini. Pelaksanaan penelitian dilakukan selama 2 minggu oleh peneliti yang telah mengikuti pelatihan akupreseur di Badan Lembaga Pendidikan Tenaga Kesehatan (LPTK) “PRIMA GEMILANG”. Intervensi dilakukan dengan Metode Chang sesuai dengan diagnosa disminore menurut Chinese Medicine pada responden. Populasi penelitian ini yaitu semua remaja putri kelas X dan XI SMK Darul Amin Madura dengan populasi sebanyak 43 responden, teknik sampling menggunakan accidental sampling, besar sampel sebanyak 21 responden. Instrumen penelitian berupa lembar observasi dan kuesioner. Analisis data digunakan Wilcoxon Signed Ranks Test. Hasil penelitian menunjukkan nyeri haid responden setelah intervensi berupa akupresur dengen teknik tuina diperoleh adanya perubahan nyeri haid berkurang, dengan hasil analisa signifikan yaitu nilai p =0,000. Akupresur salah satu bentuk fisioterapi dengan memberikan pemijatan dan stimulasi tertentu di titik-titik akupoin pada tubuh disebut meridian atau garis aliran energi sebagai penurunan nyeri haid. Teknik ini dapat diimplementasikan ke dalam asuhan kebidanan komplementer sebagai pengurangan nyeri haid (disminore) pada remaja putri. Survey result of World Healt Organization (WHO) show more than 80% women of childbearing age run into dysmenorrhea during menstruation period and 67,2% run into 13-21 years old group. One of the non-pharmacological handling of menstrual pain is acupressure. The study aimed to find out the influence of acupressure on reduction of menstrual pain (dysmenorrhea) in adolescent girls. Pre-experiment (one group pre-post test) is the design used in this study. The population of this study is that of all the girls' teenagers of X and XI high school classes at Darul Amin High School of Madura, 43 population and samples used as many as 21 samples using accidental sampling. The Wilcoxon Signed Ranks Test is used in analyzing data. Based on the results of the study that menstrual pain responders after the intervention in the form of acupressure obtained a change in menstrual pain decreases, with the results of a significant analysis of the value p = 0,000. Acupressure is one form of physiotherapy by giving massage and stimulation at certain points on the body (energy flow lines or meridian) to lower pain. This technique can be implemented in complementary midwifery care as a reduction in menstrual pain (disminore) in young women.

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. 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Background: Although sleep has been identified as an important modifiable risk factor for sports injury, the effect of decreased sleep on sports injuries in adolescents is poorly studied. Purpose: To systematically review published literature to examine if a lack of sleep is associated with sports injuries in adolescents and to delineate the effects of chronic versus acute lack of sleep. Methods: PubMed and EMBASE databases were systematically searched for studies reporting statistics regarding the relationship between sleep and sports injury in adolescents aged <19 years published between 1/1/1997 and 12/21/2017. From included studies, the following information was extracted: bibliographic and demographic information, reported outcomes related to injury and sleep, and definitions of injury and decreased sleep. Additionally, a NOS (Newcastle-Ottawa Scale) assessment and an evaluation of the OCEM (Oxford Center for Evidence-Based Medicine) level of evidence for each study was conducted to assess each study’s individual risk of bias, and the risk of bias across all studies. Results: Of 907 identified articles, 7 met inclusion criteria. Five studies reported that adolescents who chronically slept poorly were at a significantly increased likelihood of experiencing a sports or musculoskeletal injury. Two studies reported on acute sleep behaviors. One reported a significant positive correlation between acutely poor sleep and injury, while the other study reported no significant correlation. In our random effects model, adolescents who chronically slept poorly were more likely to be injured than those who slept well (OR 1.58, 95% CI 1.05 to 2.37, p = 0.03). OCEM criteria assessment showed that all but one study (a case-series) were of 2b level of evidence—which is the highest level of evidence possible for studies which were not randomized control trials or systematic reviews. NOS assessment was conducted for all six cohort studies to investigate each study’s individual risk of bias. Five out of six of these studies received between 4 to 6 stars, categorizing them as having a moderate risk of bias. One study received 7 stars, categorizing it as having a low risk of bias. NOS assessment revealed that the most consistent source of bias was in ascertainment of exposure: all studies relied on self-reported data regarding sleep hours rather than a medical or lab record of sleep hours. Conclusions: Chronic lack of sleep in adolescents is associated with greater risk of sports and musculoskeletal injuries. Current evidence cannot yet definitively determine the effect of acute lack of sleep on injury rates. 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AbstractIntroductionPediatric disaster medicine (PDM) triage is a vital skill set for pediatricians, and is a required component of residency training by the Accreditation Council for Graduate Medical Education (ACGME). Simulation training is an effective tool for preparing providers for high-stakes, low-frequency events. Debriefing is a learner-centered approach that affords reflection on one's performance, and increases the efficacy of simulation training. The purpose of this study was to measure the efficacy of a multiple-victim simulation in facilitating learners’ acquisition of pediatric disaster medicine (PDM) skills, including the JumpSTART triage algorithm. It was hypothesized that multiple patient simulations and a structured debriefing would improve triage performance.MethodsA 10-victim school-shooting scenario was created. Victims were portrayed by adult volunteers, and by high- and low-fidelity simulation manikins that responded physiologically to airway maneuvers. Learners were pediatrics residents. Expected triage levels were not revealed. After a didactic session, learners completed the first simulation. Learners assigned triage levels to all victims, and recorded responses on a standardized form. A group structured debriefing followed the first simulation. The debriefing allowed learners to review the victims and discuss triage rationale. A new 10-victim trauma disaster scenario was presented one week later, and a third scenario was presented five months later. During the second and third scenarios, learners again assigned triage levels to multiple victims. Wilcoxon sign rank tests were used to compare pre- and post-test scores and performance on pre- and post-debriefing simulations.ResultsA total of 53 learners completed the educational intervention. Initial mean triage performance was 6.9/10 patients accurately triaged (range = 5-10, SD = 1.3); one week after the structured debriefing, the mean triage performance improved to 8.0/10 patients (range = 5-10, SD = 1.37, P < .0001); five months later, there was maintenance of triage improvement, with a mean triage score of 7.8/10 patients (SD = 1.33, P < .0001).Over-triage of an uninjured child with special health care needs (CSHCN) (67.8% of learners prior to debriefing, 49.0% one week post-debriefing, 26.2% five months post-debriefing) and under-triage of head-injured, unresponsive patients (41.2% of learners pre-debriefing, 37.5% post-debriefing, 11.0% five months post-debriefing) were the most common errors.ConclusionsStructured debriefings are a key component of PDM simulation education, and resulted in improved triage accuracy; the improvement was maintained five months after the educational intervention. Future curricula should emphasize assessment of CSHCN and head-injured patients.Cicero MX, Auerbach MA, Zigmont J, Riera A, Ching K, Baum CR. Simulation training with structured debriefing improves residents’ pediatric disaster triage performance. Prehosp Disaster Med. 2012;27(3):1-6.

Abstract Factor XI (FXI) is a 160kD homodimeric component of the intrinsic pathway of the blood coagulation system. The FXI Apple 4 domain (A4) mediates homodimer formation even when the cysteine responsible for the intermolecular disulfide is mutated to serine (C321S). Preliminary NMR structural studies of the isolated wild type (wt) A4 domain showed a flattened, planar structure (Samuel D, Cheng H, Riley PW, Walsh PN, Roder H. Blood104, 481a, 2004), compared to a more globular structure consisting of two layers of β-sheet and a flanking α-helix that was observed on further analysis of wt and C321S A4. Hydrogen exchange NMR and surface NMR analysis (SEAHSQC), as well as temperature dependent hydrogen exchange NMR showed that in C321S and wt A4, the loop surrounding C321 or S321 is flexible and exposed to the solvent. Thus, the globular structure is the major species in both wt and C321S A4, but the planar structure is present as well. Fluorescence anisotropy studies of C321S A4 yielded a Kd value of ~64 nM (monomeric protein concentration), compared with ~72 nM for a dissociable mutant full-length FXI (G326C) obtained by analytical ultracentrifugation (Sinha D, Marcinkiewicz M, Lear JD, Walsh PN. Biochemistry, in press, 2005), suggesting that only the A4 domain mediates dimer formation in the intact protein. In addition, fluorescence and circular dichroism (CD) studies of the folding equilibrium of C321S A4 indicate that starting from the unfolded monomeric state, partial folding precedes dimerization. This folding mechanism for FXI A4 is consistent with the observed failure of a naturally occurring mutant (FXI F283L) to dimerize intracellularly (Meijers JC, Davie EW, Chung DW. Blood79, 1435–1440, 1992). To determine the structural consequences of the mutation, F283L was introduced into the noncovalent dimer C321S A4, which increased the Kd of the homodimer interaction to ~5 μM, but did not change the secondary structure (from comparison of the CD spectra), or the high degree of thermostability observed for C321S A4. Since the F283 sidechain has been tentatively assigned to the surface of FXI A4 near the interface, the mutation to Leu may significantly alter the interface, thereby raising the Kd but not changing the overall secondary structure significantly. In summary, there appears to be a mechanism by which a conformational change or productive folding process occurs in the monomer state that activates it for native dimer formation. Also, inserting the F283L (type III) patient mutation does affect the dimer stability, but not the overall secondary structure.

<p><strong>Abstract.</strong> The recognition and preservation of the characteristic elements of visualization are one of the fundamental principles of map design, especially in map generalization. As underlined by numerous authors, the importance of preserving or even highlighting the context of the visualization constitutes one of the more significant challenges in cartographic generalization (Mackaness W. A., Ruas A., and Sarjakoski L. T., 2007; Burghardt D., Duchêne C., and Mackaness W. A., 2014). Cartographic generalization, which tailors a map and other graphics to the map’s purpose, detail level, as well as the intended audience’s requirements; is a difficult but necessary task for the map designer. Without careful and meaningful generalization, maps will not convey the essential patterns contained in the data (Maceachren and Ganter, 1990; Mackaness and Edwards, 2002; Zhang and Guilbert, 2016; Yu 2018).</p><p>The research on cartographic generalization and pattern recognition concerning topographic maps is very rich. Since the 1960s, when the period of automated generalization began, the issues connected with pattern recognition and preservation were also being tackled from many aspects. These concerned point pattern preservation, including building typification (Regnauld 2001; Sester 2001; Ai and Liu 2002; Burghardt and Cecconi 2003; Yan and Weibel 2008; Yan and Li 2013; Bereuter and Weibel 2017; Yu 2018), line pattern recognition (Heinzle and Anders 2007; Yang B., Luan X., Li Q.,2010; Touya 2010; Wang 2012; Brewer et al. 2013; Shoman W., and Gülgen F., 2017), and polygon pattern analysis (Steiniger S., et al 2006; Atwood Williams and Wentz 2008; Sayidov and Weibel 2016).</p><p>On the other hand, in thematic mapping, especially in choropleth map design, cartographic generalization and pattern recognition also play an important role as they help to preserve and convey spatial information (Maceachren 1982). The effectiveness with which thematic maps communicate spatial information is reflected in previous research (Maceachren 1982). It is often associated with map complexity, which is influenced by many factors, including the number of classes, the degree of autocorrelation present in the data, the choice of class intervals, and the shape and size of the enumeration units (Mersy 1990). Map complexity is related to spatial pattern recognition and is often ‘regarded as the visual intricacy of the spatial patterns formed by the map symbols’ (Mersy 1990: 15) which form specific patterns that are important to preserve in the thematic map generalization process.</p><p>In thematic maps, generalization takes place when either the number of classes is decreased or the enumeration unit size is increased. While aspects related to optimal data classification methods and the number of classes have been extensively examined (Chang 1976; Chang 1977; Cox 1976; Dent 1999; Slocum et al. 2008; Cabello et al. 2010), the size of the enumeration unit as well as its influence on pattern recognition has not, so far, been the subject of in-depth empirical studies. Robinson (1984) notes that an enumeration unit which is too small in size in thematic map, results in a dispersed image and difficulty in perceiving characteristic elements in the data. A generalization level which is too small causes the image to be blurred and diffuse. As a result the user loses the picture of the whole, the context, and the characteristic elements of the structure – he or she is no longer able to see the relevant spatial patterns. At the same time, a generalization level which is too large, as expressed by the size of the enumeration unit in choropleth maps, also causes the characteristic elements in the data to be lost, as the visualization is too general. In both cases, a too strong simplification of the map pattern might result in the loss of valuable information for the map reader (Bregt and Wopereis 1990). Thus the enumeration unit size for thematic maps should be designed in such a way as to preserve specific global and local spatial patterns.</p><p>The challenge, therefore, is to find the optimal generalization level whereby the spatial patterns present in the data are adequately transformed and can be distinguished by the user. Thus the research goal is an attempt to answer the question as to whether specific presentation methods, namely choropleth maps with particular enumeration unit sizes, result in a more effective recognition of the characteristic patterns or trends in data. We also want to answer the question: do users prefer methods which have specific enumeration unit sizes? The presented research aims to answer where the approximate limit may lie, expressed by the enumeration unit size after which the user loses the possibility of correctly and effectively exploring the spatial patterns presented on thematic maps.</p><p>To answer this research question an empirical user study is being designed. In this study, we would like to investigate the effectiveness of conveying spatial patterns on choropleth maps using different enumeration unit sizes. Within the study, choropleth map variants will be compared to a symbol map presenting the phenomena in a discreet way. The symbol map being used as a reference for the choropleth maps can be treated as a presentation of the raw data. We will consider choropleth maps that have several hexagonal enumeration unit shape. Four enumeration unit sizes will be assessed. The users will be asked to evaluate the similarity of the choropleth map variants to the reference symbol map, and nominate their preferred map. An example of the stimuli to be presented to users is shown in Figure 1.</p><p>The empirical study will be conducted with over 100 high school students. The main assumptions, as well as the preliminary results of the user study, will be discussed. Within the user study, among other tasks, two task types concerning map reading at both a general and a detailed reading level are being planned. One task type concerns map reading, especially the possibilities for conveying spatial patterns at a general reading level. The second task type will concern map comprehension at a detailed reading level. We believe it will allow us to verify which size of enumeration unit works better at a particular map reading level. We also want to explore which enumeration unit size works better for a particular task type. The assumptions will be verified based on the usability performance metrics: the correctness, the speed of the users’ responses as well as the users’ preferences.</p>

Background: Epidural injection is performed for treatment of back and radicular pain in patients with lumbosacral disc herniation (LDH). Steroids are usually administered to effectively remove inflammatory mediators, and local anesthetics or saline also contribute to pain reduction by washing out chemical mediators or blocking the nociceptor activity. Controversy exists regarding whether steroids produce superior clinical effects compared with local anesthetics or saline. Objectives: This study investigated whether epidural injection of steroids produces better clinical effects than local anesthetics or saline in the treatment of LDH. Study design: A literature search was performed in MEDLINE, EMBASE, Cochrane review, and KoreaMed for studies published from January 1996 until July 2017. From among the studies fulfilling the search criteria, those that compared the clinical efficacy of steroids and control agents, such as local anesthetics or saline, in terms of pain control and functional improvement were included in this study. Exclusion criteria included a previous history of lumbosacral surgery, non-specific low back pain, severe spinal stenosis, and severe disc degeneration. Setting: A systematic review and meta-analysis using a random effects model on randomized controlled studies (RCTs). Methods: After reviewing titles, abstracts, and full texts of 6,711 studies that were chosen following removal of duplicates after the initial database search, 15 randomized controlled studies were included in our qualitative synthesis. Data including pain score, functional score, and follow-up period were extracted from 14 studies and analyzed using a random effects model to calculate the effect size and its corresponding statistical significance. Quality and level of evidence were established in accordance with the Grading of Recommendations Assessment, Development and Evaluation (GRADE) methodology. Results: Steroids and local anesthetics were shown to be effective. Steroid showed significantly better pain control than control agents at 1 month, 3 months, and 6 months. The superiority of steroid in pain control was more prominent at one month, but diminished from 3 months to 1 year, showing no significant superiority in terms of mean difference, With respect to functional score, no significant difference was observed between steroids and control agents. The subgroup analysis showed that steroid revealed significant superiority in pain and functional score at 1 month to saline rather than local anesthetics. Generally, the quality of included studies was evaluated as high-grade, but the evidence level was determined to be moderate, due to inconsistencies. Limitation: Analyses of safety or adverse effects could not be performed due to a lack of available data from the included studies. Conclusions: Steroid is recommended over local anesthetics or saline for pain control in Systematic Review Comparison of Clinical Efficacy of Epidural Injection With or Without Steroid in Lumbosacral Disc Herniation: A Systematic Review and Meta-analysis From: 1 Department of Physical and Rehabilitation Medicine, Spine Health Wooridul Hospital, Seoul, South Korea; 2 Department of Physical and Rehabilitation Medicine, Kyung Hee University, Hospital, Seoul, South Korea; 3 Department of Physical and Rehabilitation Medicine,Dongsan Medical Center, School of Medicine, Keimyung University, Daegu, South Korea; 4 Heal & Teun Rehabilitation & Pain Clinic, Bundang, South Korea; 5 Seocho SeBarun Hospital , Department of Physical and Rehabilitation Medicine, Seoul, South Korea; 6 Chungbuk National University Hospital,, Department of Physical and Rehabilitation Medicine, Cheongjoo, South Korea; 7 Department of Physical and Rehabilitation Medicine, Pusan National University Yangsan Hospital, School of Medicine, Pusan National University, Yangsan, South Korea; 8 Department of Physical and Rehabilitation Medicine, Veterans Medical Center, Seoul, South Korea Address Correspondence: Jung Hwan Lee, MD, PhD Department of Physical and Rehabilitation Medicine Spine Health Wooridul Hospital 445, Hakdong-ro, Gangnam-gu, Seoul, South Korea E-mail: j986802@hanmail.net Disclaimer: There was no external funding in the preparation of this manuscript. Conflict of interest: Each author certifies that he or she, or a member of his or her immediate family, has no commercial association (i.e., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of Jung Hwan Lee, MD, PhD1 , Dong Hwan Kim, MD, PhD2 , Du Hwan Kim, MD, PhD3 , Kyoung-ho Shin, MD4 , Sung Jin Park, MD5 , Goo Joo Lee, MD6 , Chang-Hyung Lee, MD, PhD7 , and Hee Seung Yang, MD8 www.painphysicianjournal.com Pain Physician 2018; 21:449-467 • ISSN 1533-3159 patients with LDH, with a weak strength of recommendation. The superiority of steroids was remarkable, especially at relatively short-term follow-ups, and maintained until the 1 year followup. The clinical benefits of steroids at 1 month were more prominent when compared with saline, than when compared with local anesthetics. Key words: Steroid, local anesthetics, saline, epidural injection, pain, function, meta-analysis, systemic review

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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Background:Patients with ankylosing spondylitis (AS) are burdened with decreased work productivity.1Ixekizumab (IXE), a high-affinity monoclonal antibody selectively targeting interleukin-17A, has been shown to improve disease signs and symptoms in 2 phase 3 trials assessing patients with active AS.2, 3Objectives:This study investigated the effect of IXE treatment for 52 weeks on work productivity and activity impairment as measured by absenteeism, presenteeism, overall work impairment, and activity impairment in patients with active AS.Methods:COAST-V (NCT02696785) and COAST-W (NCT02696798) were phase 3, multicenter, randomized, double-blind, placebo (PBO)-controlled (COAST-V active-controlled with adalimumab) trials investigating the efficacy of IXE every 4 weeks (Q4W) and every 2 weeks (Q2W) in 341 patients with active AS naïve to biologic disease-modifying antirheumatic drugs (bDMARDs; COAST-V) and in 316 patients who were inadequate responders or intolerant to 1 or 2 tumor necrosis factor inhibitors (TNFi; COAST-W). Patients receiving PBO were switched to IXE Q4W or Q2W at Week 16; patients receiving adalimumab (ADA) were switched to IXE Q4W or Q2W at Week 20. Data for IXE Q4W and Q2W were combined for PBO/IXE and ADA/IXE groups. Changes from baseline in work productivity were measured for those reporting full- or part-time work at Weeks 16 and 52 with the Work Productivity and Activity Impairment (WPAI) Questionnaire for Spondyloarthritis.Results:Compared to bDMARD-naïve patients (COAST-V), TNFi-experienced patients (COAST-W) were slightly older, had longer disease duration, reported less paid employment, and had greater scores for impaired work productivity, signifying more severe baseline disease. At Week 16, bDMARD-naïve patients treated with IXE Q4W or Q2W had significant improvements in activity impairment compared to placebo (p<0.01); TNFi-experienced patients treated with IXE Q4W or Q2W had significant improvements in presenteeism (p<0.05) and overall work impairment (p<0.05; Figure). TNFi-experienced patients treated with IXE Q2W also had significant improvement in activity impairment at Week 16 (p<0.05; Figure). Improvements were sustained through Week 52 (Figure).Conclusion:Both bDMARD-naïve and TNFi-experienced patients with AS receiving IXE had greater improvements in aspects of work productivity compared to placebo. Improvements were sustained through Week 52.References:[1]Boonen, van der Linden. (2006).J Rheumatol Suppl.78:4-11.[2]Van der Heijde, et al. (2018)Lancet. 392(10163):2441-51.[3]Deodhar, et al. (2019)Arthritis Rheumatol.71(4):599-611.Disclosure of Interests:Helena Marzo-Ortega Grant/research support from: Janssen, Novartis, Consultant of: Abbvie, Celgene, Eli Lilly, Janssen, Novartis, Pfizer, UCB, Speakers bureau: Abbvie, Celgene, Eli Lilly, Janssen, Novartis, Pfizer, Takeda, UCB, Philip J Mease Grant/research support from: AbbVie, Amgen, Bristol-Myers Squibb, Janssen, Eli Lilly, Novartis, Pfizer, Sun Pharma, UCB Pharma, Consultant of: AbbVie, Amgen, Bristol-Myers Squibb, Celgene, Janssen, Eli Lilly, Galapagos, Gilead, Novartis, Pfizer, Sun Pharma, UCB Pharma, Speakers bureau: AbbVie, Amgen, Bristol-Myers Squibb, Celgene, Genentech, Janssen, Novartis, Pfizer, UCB Pharma, Proton Rahman Grant/research support from: Janssen and Novartis, Consultant of: Abbott, AbbVie, Amgen, BMS, Celgene, Lilly, Janssen, Novartis, and Pfizer., Speakers bureau: Abbott, AbbVie, Amgen, BMS, Celgene, Lilly, Janssen, Novartis, Pfizer, Victoria Navarro-Compán Consultant of: Abbvie, Lilly, Novartis, Pfizer, UCB, Speakers bureau: AbbVie, MSD, Lilly, Novartis, Pfizer, UCB, Vibeke Strand Consultant of: AbbVie, Amgen, Biogen, Celltrion, Consortium of Rheumatology Researchers of North America, Crescendo Bioscience, Eli Lilly, Genentech/Roche, GlaxoSmithKline, Hospira, Janssen, Merck, Novartis, Pfizer, Regeneron Pharmaceuticals, Inc., Sanofi, UCB, Maxime Dougados Grant/research support from: AbbVie, Eli Lilly, Merck, Novartis, Pfizer and UCB Pharma, Consultant of: AbbVie, Eli Lilly, Merck, Novartis, Pfizer and UCB Pharma, Speakers bureau: AbbVie, Eli Lilly, Merck, Novartis, Pfizer and UCB Pharma, Bernard Combe Grant/research support from: Novartis, Pfizer, Roche-Chugai, Consultant of: AbbVie; Gilead Sciences, Inc.; Janssen; Eli Lilly and Company; Pfizer; Roche-Chugai; Sanofi, Speakers bureau: Bristol-Myers Squibb; Gilead Sciences, Inc.; Eli Lilly and Company; Merck Sharp & Dohme; Pfizer; Roche-Chugai; UCB, James Cheng-Chung Wei Grant/research support from: AbbVie, Bristol-Myers Squibb, Celgene, Eli Lilly, Janssen, Novartis, Pfizer Inc, UCB, Consultant of: AbbVie, Bristol-Myers Squibb, Celgene, Chugai, Eisai, Janssen, Novartis, Pfizer Inc, Sanofi-Aventis, UCB Pharma, Xenofon Baraliakos Grant/research support from: Grant/research support from: AbbVie, BMS, Celgene, Chugai, Merck, Novartis, Pfizer, UCB and Werfen, Consultant of: AbbVie, BMS, Celgene, Chugai, Merck, Novartis, Pfizer, UCB and Werfen, Speakers bureau: AbbVie, BMS, Celgene, Chugai, Merck, Novartis, Pfizer, UCB and Werfen, Theresa Hunter Shareholder of: Eli Lilly and Company, Employee of: Eli Lilly and Company, David Sandoval Shareholder of: Eli Lilly and Company, Employee of: Eli Lilly and Company, Xiaoqi Li Shareholder of: Eli Lilly and Company, Employee of: Eli Lilly and Company, Baojin Zhu Shareholder of: Eli Lilly and Company, Employee of: Eli Lilly and Company, Louis Bessette Grant/research support from: AbbVie, Amgen, Bristol-Myers Squibb, Celgene, Eli Lilly, Janssen, Merck, Novartis, Pfizer, Roche, Sanofi, UCB Pharma, Consultant of: AbbVie, Amgen, Bristol-Myers Squibb, Celgene, Eli Lilly, Janssen, Merck, Novartis, Pfizer, Roche, Sanofi, UCB Pharma, Speakers bureau: AbbVie, Amgen, Bristol-Myers Squibb, Celgene, Eli Lilly, Janssen, Merck, Novartis, Pfizer, Sanofi, Atul Deodhar Grant/research support from: AbbVie, Eli Lilly, GSK, Novartis, Pfizer, UCB, Consultant of: AbbVie, Amgen, Boehringer Ingelheim, Bristol Myer Squibb (BMS), Eli Lilly, GSK, Janssen, Novartis, Pfizer, UCB, Speakers bureau: AbbVie, Amgen, Boehringer Ingelheim, Bristol Myer Squibb (BMS), Eli Lilly, GSK, Janssen, Novartis, Pfizer, UCBFigure.Changes from baseline in Overall Work Impairment in A) bDMARD-naïve (COAST-V) and B) TNFi-experienced (COAST-W) patients and Activity Impairment in C) bDMARD-naïve and D) TNFi-experienced patients.

Perfect vision for the path ahead? As I write this editorial it seems that once again, we stand on the threshold of yet another significant date. The fortieth anniversary of ISCPES and also that of this journal, that has been the voice of the society’s contribution over that period, has been and gone. This time it is 2020 that looms on the near horizon. It is a date that has long been synonymous with perfect vision. Many may perhaps see this as somewhat ironic, given the themes surrounding change and the directions it has taken, that have been addressed previously in these pages. Perfect vision and the clarity it can bring seem a far cry away from the turbulent world to which we seem to be becoming accustomed. So many of the divisions that we are facing today seem to be internal in nature and far different from the largely: nation against nation; system against system strife, we can remember from the cold war era. The US, for example, seems to be a nation perpetually at war with itself. Democrats v Republicans, deplorables v elites - however you want to label the warring sides - we can construct a number of divisions which seem to put 50% of Americans implacably opposed to the other 50%. In the UK, it has been the divide around the referendum to leave the European Union – the so-called Brexit debate. Nationally the division was 52% to 48% in favour of leaving. Yet the data can be reanalysed in, it seems, countless ways to show the splits within a supposedly ‘United’ Kingdom. Scotland v England, London and the South East v the English regions, young v old are just some of the examples. Similar splits seem to be increasing within many societies. Hong Kong has recently been the focus of world interest We have watched this erstwhile model of an apparently successful and dynamic compromise between two ‘diverse’ systems, appear to tear itself apart on our television screens. Iran, Brazil, Venezuela are just three further examples of longstanding national communities where internal divisions have bubbled to the surface in recent times. These internal divisions frequently have no simple and single fault line. In bygone times, social class, poverty, religion and ethnicity were simple universal indicators of division. Today ways of dividing people have become far more complex and often multi-dimensional. Social media has become a means to amplify and repeat messages that have originated from those who have a ‘gripe’ based in identity politics or who wish to signal to all and sundry how extremely ‘virtuous’ and progressive they are. The new technologies have proved effective for the distribution of information but remarkably unsuccessful in the promotion of communication. This has been exemplified by the emergence and exploitation of Greta Thunberg a sixteen-year-old from Sweden as a spokesperson for the ‘Extinction Rebellion’ climate change lobby. It is a movement that has consciously eschewed debate and discussion in favour of action. Consequently, by excluding learning from its operation, it is cutting itself off from the possibility of finding out what beneficial change will look like and therefore finding a way by which to achieve it. Put simply, it has predetermined its desired goal and defined the problem in inflexible terms. It has ignored a basic tenet of effective problem solving, namely that the key lies in the way you actually frame the problem. Unfortunately, the movement has adopted the polarised labelling strategies that place all humans into the category of either ‘believers’ or ‘deniers’. This fails to acknowledge and deal with the depth and complexity of the problem and the range of our possible responses to it. We are all the losers when problems, particularly given their potential significance, become addressed in such a way. How and where can human behaviour learn to rise above the limits of the processes we see being followed all around us? If leadership is to come, it must surely come from and through a process of education. All of us must assume some responsibility here – and certainly not abdicate it to elite and powerful groups. In other words, we all have a moral duty to educate ourselves to the best of our ability. An important part of the process we follow should be to remain sceptical of the limits of human knowledge. In addition, we need to be committed to applying tests of truth and integrity to the information we access and manage. This is why we form and support learned societies such as ISCPES. Their duty is to test, debate and promote ideas and concepts so that truth and understanding might emerge from sharing and exploring information, while at the same time applying the criteria developed by the wisdom and experience of those who have gone before. And so, we come to the processes of change and disruption as we are currently experiencing them at International Sports Studies. Throughout our history we have followed the traditional model of a scholarly journal. That is, our reason for existence is to provide a scholarly forum for colleagues who wish to contribute to and develop understanding within the professional and academic field of Comparative Physical Education and Sport. As the means of doing this, we encourage academics and professionals in our field to submit articles which are blind reviewed by experts. They then advise the editor on their quality and suitability for publication. As part of our responsibility we particularly encourage qualified authors from non-English speaking backgrounds to publish with us, as a means of providing a truly international forum for ideas and development. Where possible the editorial team works with contributors to assist them with this process. We have now taken a step further by publishing the abstracts in Portuguese, Spanish and Chinese on the website, in order to spread the work of our contributors more widely. Consistent with international changes in labelling and focus over the years, the title of the society’s journal was changed from the Journal of Comparative Physical Education and Sport to International Sports Studies in 1989. However, our aim has remained to advance understanding and communication between members of the global community who share a professional, personal or scholarly interest in the state and development of physical education and sport around the world. In line with the traditional model, the services of our editorial and reviewing teams are provided ex gratia and the costs of publication are met by reader and library subscriptions. We have always offered a traditional printed version but have, in recent years, developed an online version - also as a subscription. Over the last few years we have moved to online editorial support. From 2020 will be adopting the practice of making articles available online immediately following their acceptance. This will reduce the wait time experienced by authors in their work becoming generally available to the academic community. Readers will no doubt be aware of the current and recent turbulence within academic publishing generally. There has been a massive increase in the university sector globally. As a result, there has been an increasing number of academics who both want to and need to publish, for the sake of advancement in their careers. A number of organisations have seen this as providing a business opportunity. Consequently, many academics now receive daily emails soliciting their contributions to various journals and books. University libraries are finding their budgets stretched and while they have been, up until now, the major funders of scholarly journals through their subscriptions, they have been forced to limit their lists and become much more selective in their choices. For these reasons, open access has provided a different and attractive funding model. In this model, the costs of publication are effectively transferred to the authors rather than the readers. This works well for those authors who may have the financial support to pursue this option, as well as for readers. However, it does raise a question as to the processes of quality control. The question arises because when the writer becomes the paying customer in the transaction, then the interests of the merchant (the publisher) can become more aligned to ensuring the author gets published rather than guaranteeing the reader some degree of quality control over the product they are receiving. A further confounding factor in the scenario we face, is the issue of how quality is judged. Universities have today become businesses and are being run with philosophies similar to those of any business in the commercial world. Thus, they have ‘bought into’ a series of key performance indicators which are used to compare institutions one with another. These are then added up together to produce summative scores by which universities can be compared and ranked. There are those of us that believe that such a process belittles and diminishes the institutions and the role they play in our societies. Nonetheless it has become a game with which the majority appear to have fallen in line, seeing it as a necessary part of the need to market themselves. As a result, very many institutions now pay their chief executives (formerly Vice-Chancellors) very highly, in order to for them to optimise the chosen metrics. It is a similar process of course with academic journals. So it is, that various measures are used to categorise and rank journals and provide some simplistic measure of ‘quality’. Certain fields and methodologies are inherently privileged in these processes, for example the medical and natural sciences. As far as we are concerned, we address a very significant element in our society – physical education and sport - and we address it from a critical but eclectic perspective. We believe that this provides a significant service to our global community. However, we need to be realistic in acknowledging the limited and restricted nature of that community. Sport Science has become dominated by physiology, data analytics, injury and rehabilitation. Courses and staff studying the phenomenon of sport and physical education through the humanities and social sciences, seem to be rarer and rarer. This is to the great detriment of the wellbeing and development of the phenomenon itself. We would like to believe that we can make an important difference in this space. So how do we address the question of quality? Primarily through following our advertised processes and the integrity and competence of those involved. We believe in these and will stick with them. However, we appreciate that burying our heads in the sand and remaining ‘king of the dinosaurs’ does not provide a viable way forward. Therefore, in our search for continuing strategy and clear vision in 2020, we will be exploring ways of signalling our quality better, while at the same time remaining true to our principles and beliefs. In conclusion we are advising you, as our readers, that changes may be expected as we, of necessity, adapt to our changing environment while seeking sustainability. Exactly what they will be, we are not certain at the time of going to press. We believe that there is a place, even a demand for our contribution and we are committed to both maintaining its standard and improving its accessibility. Comments and advice from within and outside of our community are welcome and we remain appreciative, as always, of the immense contribution of our international review board members and our supportive and innovative publisher. So, to the contributors to our current volume. Once again, we would point with some pride to the range of articles and topics provided. Together, they provide an interesting and relevant overview of some pertinent current issues in sport and physical education, addressed from the perspectives of different areas across the globe. Firstly, Pill and Agnew provide an update to current pedagogical practices in physical education and sport, through their scoping review of findings related to the use of small-sided games in teaching and coaching. They provide an overview of the empirical research, available between 2006 and 2016, and conclude that the strategy provides a useful means of achieving a number of specific objectives. From Belgium, Van Gestel explores the recent development of elite Thai boxing in that country. He draws on Elias’ (1986) notion of ‘sportization’ which describes the processes by which various play like activities have become transformed into modern sport. Thai boxing provides an interesting example as one of a number of high-risk combat sports, which inhabit an ambiguous area between the international sports community and more marginalised combat activities which can be brutal in nature. Van Gestel expertly draws out some of the complexities involved in concluding that the sport has experienced some of the processes of sportization, but in this particular case they have been ‘slight’ in impact rather than full-blown. Abdolmaleki, Heidari, Zakizadeh XXABSTRACT De Bosscher look at a topic of considerable contemporary interest – the management of a high-performance sport system. In this case their example is the Iranian national system and their focus is on the management of some of the resources involved. Given that the key to success in high performance sport systems would appear to lie in the ability to access and implement some of the latest and most effective technological information intellectual capital would seem to be a critical component of the total value of a competitive high performance sport system Using a model developed by a Swedish capital services company Skandia to model intangible assets in a service based organisation, Abdolmaleki and his associates have argued for the contribution of human, relational and structural capital to provide an understanding of the current place of intellectual capital in the operations of the Iranian Ministry of Sport and Youth. An understanding of the factors contributing to the development of these assets, contributes to the successful operation of any organisation in such a highly competitive and fast changing environment. Finally, from Singapore, Chung, Sufri and Wang report on some of the exciting developments in school based physical education that have occurred over the last decade. In particular they identify the increase in the placement of qualified physical education teachers as indicative of the progress that has been made. They draw on Foucault’s strategy of ‘archaeological analysis’ for an explanation of how these developments came to be successfully put in place. Their arguments strongly reinforce the importance of understanding the social and political context in order to achieve successful innovation and development. May I commend the work of our colleagues to you and wish you all the best in the attempt to achieve greater clarity of vision for 2020!

Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. 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This issue of Pure Appl. Chem. is devoted to papers based upon invited lectures delivered at the first IUPAC-sponsored Workshop on Advanced Material, "WAM1: Nanostructured Systems", held at the Hong Kong University for Science and Technology (HKUST) on July 14-18, 1999.The Topic Why nanostructured material? Chemists contribute to the well-being of society by exploiting the properties of the elements of the periodic table, or various forms of combination of elements, to make materials that are useful for "better living through chemistry." What happens if we use all the possible combinations that can be made? There remain great demands for developing new materials to improve our lives in fields such as medicine, energy, improving the environment, communication and transportation. Thus, we have to think of new ways to make materials that can be expected to display properties appropriate to the technologies of the new Millennium! The difference in properties of different elements and their derived compounds is a result of differences in the type of motion that their electrons can execute. This, in turn, depends on the space available for the electronic motion and the degree of its confinement. Thus, the difference between a metal, a semiconductor and an insulator is attributable to the electrons being delocalized in the first, more confined in the second and highly confined in the last. Can we physically cut material size sufficiently to change its electronic degree of confinement and thus its properties? We do know that while copper metal is a conductor, the copper atom and small molecular clusters of copper atoms are insulators. What is the size of an elemental assembly of a metal (i.e. the number of atoms in it) at which the metal-semiconductor or the metal-insulator transition occurs? Of course it depends on the length scale of the property measured. For semiconductors and metals, a large change in properties, e.g. absorption, emission, and conductivity, occurs on the nanometer length scale. Equally important, the property becomes very sensitive to the size of the nanoparticle. It can thus be expected that many variations in these properties should be observed for the same material by simply changing its size. The potential for harnessing these changes of properties in new technological applications is largely responsible for the current appeal of this exciting field. These considerations, along with our personal research interests, convinced me and Professor Joshua Jortner that it would be opportune to adopt this theme for the first IUPAC Workshop on Advanced Material. The publication of the talks given at the Workshop is timely, given the extraordinary rapidity with which new developments are taking place in the field. This collection of papers complements other recent publications of reviews on the topic of nanostructures, since it is more in the nature of a symposium-in-print and offers an assembly of short overviews and research papers which capture the dynamic associated with research at interdisciplinary interfaces, and with the development of attendant synthetic and analytical techniques. The promise of unimagined properties of nanostructured materials and of new-generation applications is an ongoing stimulus for further research, and it is hoped that this publication will contribute to the process, and furnish practitioners with new insights and inspiration. This is truly a multidisciplinary and future-targeted area of scientific research, and one which fully meets the IUPAC vision of 'new directions in chemistry', with its promise of hitherto undefined vistas of opportunity for discovery and exploitation. The WorkshopThe quality of the scientific presentations at this meeting was very high indeed. The strong international representation is in keeping with the spirit of IUPAC as well as the global nature of scientific research. The idea of the meeting was to get scientists active in advanced material from the West to interact strongly with those from the Orient. In this regard, we have succeeded as we achieved representation from seven countries from each side [China (Mainland and Hong Kong), Japan, Korea, Philippines, Singapore, and Taiwan from the Orient, and Canada, France, Germany, Israel, Spain, United Kingdom, and USA from the West]. This great accomplishment of getting us all together in such a delightful atmosphere was the result of the wise sponsorship of IUPAC and the great efforts of many people, whom I would like to acknowledge below.Acknowledgements IUPAC: for its wisdom to sponsor workshops in frontier areas of chemical research. We thank the then-IUPAC President, Prof. Joshua Jortner for cochairing the Workshop. We also thank the IUPAC Secretariat, in particular its Executive Director, Dr. John Jost, for his continuous and prompt support and Dr. Fabienne Meyers for creating and editing our web page for the Workshop and for her essential assistance in the production of this special volume. HKUST: for hosting us. We thank Dr. Nai-Teng Yu of the Chemistry Department, whose willingness to help us by accommodating the Workshop in his Department was essential; Dr. Shihe Yang whose continuous hard work and efforts made it possible to follow up the registration process; the local organizers, in particular, Prof. Leroy Chang and Ping Sheng, who supplied us with the list of participants, the names of some invited speakers and the program of a similar meeting held there recently and the Departmental staff, for their help in getting the arrangements of this workshop finalized. Georgia Tech: Dr. Clemens Burda helped in getting the workshop abstracts and putting the workshop material together, Ms. Michele Papsidero, my own secretary, spent many hours of hard work in following the process, from completing the registration list, to reminding contributors to meet different deadlines including sending the abstracts, and finally in typing and collating the whole program for the Workshop. The assistance of the USA Organizing Committee and in particular, Profs. John Zhang and Rob Whetten at Georgia Tech, was extremely useful in finalizing the scientific program. The speakers: I thank both the plenary and invited speakers who accepted our invitation, most without asking for financial support. Without them, we would not have had such an excellent scientific meeting or this valuable volume of Pure Appl. Chem.I wish to thank Professor James Bull, the editor of this special issue, for his hard work in making sure he received the manuscripts in time, for the review process of these manuscripts and for putting the whole volume together. Mostafa A. El-SayedChairman, Organizing CommitteeJulius Brown Professor School of Chemistry and Biochemistry Georgia Institute of Technology

OBJECTIVES/SPECIFIC AIMS: Stigma has been recognized as a major impediment to accessing mental health care among Vietnamese and Asian Americans (Leong and Lau, 2001; Sadavoy et al., 2004; Wynaden et al., 2005; Fong and Tsuang, 2007). The underutilization of mental health care, and disparities in both access and outcomes have been attributed to a large extent to stigma and cultural characteristics of this population (Wynaden et al., 2005; Jang et al., 2009; Leung et al., 2010; Spencer et al., 2010; Jimenez et al., 2013; Augsberger et al., 2015). People with neurotic or behavioral disorders may be considered “bad” as many Vietnamese people believe it is a consequence of one’s improper behavior in a previous life, for which the person is now being punished (Nguyen, 2003). Mental disorders can also been seen as a sign of weakness, which contributes to ambivalence and avoidance of help-seeking (Fong and Tsuang, 2007). Equally important is the need to protect family reputation; having emotional problems often implies that the person has “bad blood” or is being punished for the sins of his/her ancestors (Herrick and Brown, 1998; Leong and Lau, 2001), which disgraces the entire family (Wynaden et al., 2005). In these cases, public stigma (as opposed to internal stigma) is the primary reason for delays in seeking help (Leong and Lau, 2001). Other research has also highlighted the influences of culture on how a disorder may be labeled in different settings, although the presentation of symptoms might be identical (see Angel and Thoits, 1987). In Vietnamese culture, mental disorders are often labeled điên (literally translated as “madness”). A điên person and his or her family are often severely disgraced; consequently the individuals and their family become reluctant to disclose and seek help for mental health problems for fear of rejection (Sadavoy et al., 2004). Despite the critical role of stigma in accessing mental health care, there has been little work in trying to understand how stigmatizing attitudes towards mental illness among Vietnamese Americans manifest themselves and the influences of acculturation on these attitudes. Some previous work indicated a significant level of mental illness stigma among Vietnamese Americans, and experiences of living in the United States might interact with the way stigma manifests among this population (Do et al., 2014). Stigma is a complex construct that warrants a deeper and more nuanced understanding (Castro et al., 2005). Much of the development of stigma-related concepts was based on the classic work by Goffman (1963); he defined stigma as a process by which an individual internalizes stigmatizing characteristics and develops fears and anxiety about being treated differently from others. Public stigma (defined by Corrigan, 2004) includes the general public’s negative beliefs about specific groups, in this case individuals and families with mental illness concerns, that contribute to discrimination. Public stigma toward mental illness acts not only as a major barrier to care, but can also exacerbate anxiety, depression, and adherence to treatment (Link et al., 1999; Sirey et al., 2001; Britt et al., 2008; Keyes et al., 2010). Link and Phelan (2001) conceptualized public stigma through four major components. The first component, labeling, occurs when people distinguish and label human differences that are socially relevant, for example, skin color. In the second component, stereotyping, cultural beliefs link the labeled persons to undesirable characteristics either in the mind or the body of such persons, for example people who are mentally ill are violent. The third component is separating “us” (the normal people) from “them” (the mentally ill) by the public. Finally, labeled persons experience status loss and discrimination, where they are devalued, rejected and excluded. Link and Phelan (2001) emphasized that stigmatization also depends on access to social, economic, and political power that allows these components to unfold. This study aims to answer the following research questions: (1) how does public stigma related to mental illness manifest among Vietnamese Americans? and (2) in what ways does acculturation influence stigma among this population? We investigate how the 4 components of stigma according to Link and Phelan (2001) operationalized and how they depend on the level of acculturation to the host society. Vietnamese Americans is the key ethnic minority group for this study for several reasons. Vietnamese immigration, which did not start in large numbers until the 1970s, has features that allow for a natural laboratory for comparisons of degree of acculturation. Previous research has shown significant intergenerational differences in the level of acculturation and mental health outcomes (e.g., Shapiro et al., 1999; Chung et al., 2000; Ying and Han, 2007). In this study, we used age group as a proxy indicator of acculturation, assuming that those who were born and raised in the United States (the 18–35 year olds) would be more Americanized than those who were born in Vietnam but spent a significant part of their younger years in the United States (the 36–55 year olds), and those who were born and grew up in Vietnam (the 56–75 year olds) would be most traditional Vietnamese. The language used in focus group discussions (FGDs) reflected some of the acculturation, where all FGDs with the youngest groups were done in English, and all FGDs with the oldest groups were done in Vietnamese. METHODS/STUDY POPULATION: Data were collected through a set of FGDs and key informant interviews (KIIs) with experts to explore the conceptualization and manifestation of mental illness public stigma among Vietnamese Americans in New Orleans. Six FGDs with a total of 51 participants were conducted. Participants were Vietnamese American men and women ages 18–75. Stratification was used to ensure representation in the following age/immigration pattern categories: (1) individuals age 56–75 who were born and grew up in Vietnam and immigrated to the United States after age 35; (2) individuals age 36–55 who were born in Vietnam but spent a significant part of their youth in the United States; and (3) individuals age 18–35 who were born and grew up in the United States. These groups likely represent different levels of acculturation, assuming that people who migrate at a younger age are more likely to assimilate to the host society than those who do at a later age. Separate FGDs were conducted with men and women. Eleven KIIS were conducted with 6 service providers and 5 community and religious leaders. In this analysis, we focused on mental illness public stigma from the FGD participants’ perspectives. FGDs were conducted in either English or Vietnamese, whichever participants felt more comfortable with, using semistructured interview guides. All interviews were audio recorded, transcribed and translated into English if conducted in Vietnamese. Data coding and analysis was done using NVivo version 11 (QSR International, 2015). The analysis process utilized a Consensual Qualitative Research (CQR) approach, a validated and well-established approach to collecting and analyzing qualitative data. CQR involves gathering textual data through semistructured interviews or focus groups, utilizing a data analysis process that fosters multiple perspectives, a consensus process to arrive at judgments about the meaning of data, an auditor to check the work of the research team, and the development of domains, core-ideas, and cross-analysis (Hill et al., 2005). The study was reviewed and approved by Tulane University’s Internal Review Board. RESULTS/ANTICIPATED RESULTS: Components of public stigma related to mental illness. The 4 components of public stigma manifest to different extents within the Vietnamese Americans in New Orleans. Labeling was among the strongest stigma components, while the evidence of the other components was mixed. Across groups of participants, Vietnamese Americans agreed that it was a common belief that people with mental disorders were “crazy,” “acting crazy,” or “madness.” “Not normal,” “sad,” and “depressed” were among other words used to describe the mentally ill. However, there were clear differences between younger and older Vietnamese on how they viewed these conditions. The youngest groups of participants tended to recognize the “craziness” and “madness” as a health condition that one would need to seek help for, whereas the oldest groups often stated that these conditions were short term and likely caused by family or economic problems, such as a divorce, or a bankruptcy. The middle-aged groups were somewhere in between. The evidence supporting the second component, stereotyping, was not strong among Vietnamese Americans. Most FGD participants agreed that although those with mental disorders may act differently, they were not distinguishable. In a few extreme cases, mentally ill individuals were described as petty thefts or being violent towards their family members. Similarly to the lack of strong evidence of stereotyping, there was also no evidence of the public separating the mentally ill (“them”) from “us”. It was nearly uniformly reported that they felt sympathetic to those with mental disorders and their family, and that they all recognized that they needed help, although the type of help was perceived differently across groups. The older participants often saw that emotional and financial support was needed to help individuals and families to pass through a temporary phase, whereas younger participants often reported that professional help was necessary. The last component, status loss and discrimination, had mixed evidence. While nearly no participants reported any explicit discriminatory behaviors observed and practiced towards individuals with mental disorders and their families, words like “discrimination” and “stigma” were used in all FGDs to describe direct social consequences of having a mental disorder. Social exclusion was common. Our older participants said: “They see less of you, when they see a flaw in you they don’t talk to you or care about you. That’s one thing the Vietnamese people are bad at, spreading false rumors and discrimination” (Older women FGD). One’s loss of status seemed certain if their or their loved one’s mental health status was disclosed. Shame, embarrassment, and being “frowned upon” were direct consequences of one’s mental health status disclosure and subsequently gossiped about. Anyone with mental disorders was certain to experience this, and virtually everyone in the community would reportedly do this to such a family. “You get frowned upon. In the Vietnamese culture, that’s [a family identified as one with mental health problems] the big no-no right there. When everybody frowns upon your family and your family name, that’s when it becomes a problem” (Young men FGD). This is tied directly to what our participants described as Vietnamese culture, where pride and family reputation were such a high priority that those with mental disorders needed to go to a great extent to protect—“We all know what saving face means” as reported by our young participants. Even among young participants, despite their awareness of mental illness and the need for professional help, the desire to avoid embarrassment and save face was so strong that one would think twice about seeking help. “No, you just don’t want to get embarrassed. I don’t want to go to the damn doctor and be like ‘Oh yeah, my brother got an issue. You can help him?’ Why would I do that? That’s embarrassing to myself…” (Young men FGD). Our middle-aged participants also reported: “If I go to that clinic [mental health or counseling clinic], I am hoping and praying that I won’t bump into somebody that I know from the community” (Middle-aged women FGD). Vietnamese people were also described as being very competitive among themselves, which led to the fact that if a family was known for having any problem, gossips would start and spread quickly wherever they go, and pretty soon, the family would be looked down by the entire community. “I think for Vietnamese people, they don’t help those that are in need. They know of your situation and laugh about it, see less of you, and distant themselves from you” (Older women FGD). Culture and mental illness stigma, much of the described stigma and discrimination expressed, and consequently the reluctance to seek help, was attributed to the lack of awareness of mental health and of mental health disorders. Many study participants across groups also emphasized a belief that Vietnamese Americans were often known for their perseverance and resilience, overcoming wars and natural disasters on their own. Mental disorders were reportedly seen as conditions that individuals and families needed to overcome on their own, rather than asking for help from outsiders. This aspect of Vietnamese culture is intertwined with the need to protect one’s family’s reputation, being passed on from one generation to the next, reinforcing the beliefs that help for mental disorders should come from within oneself and one’s family only. Consequently persons with mental health problems would be “Keeping it to themselves. Holding it in and believing in the power of their friends” (Middle-aged FGD) instead of seeking help. Another dimension of culture that was apparent from FGDs (as well as KIIs) was the mistrust in Western medicine. Not understanding how counseling or medicines work made one worry about approaching service providers or staying in treatment. The habit of Vietnamese people to only go see a doctor if they are sick with physical symptoms was also a hindrance to acknowledging mental illness and seeking care for it. Challenges, including the lack of vocabulary to express mental illness and symptoms, in the Vietnamese language, exaggerated the problem, even among those who had some understanding of mental disorders. It was said in the young men FGD that: “when you classify depression as an illness, no one wants to be sick,… if you call it an illness, no one wants to have that sort of illness, and it’s not an illness that you can physically see…” (Young men FGD). Another young man summarized so well the influence of culture on mental illness stigma: “Us Southeast Asian, like, from my parents specifically has Vietnam War refugees. I think the reason why they don’t talk about it is because it’s a barrier that they have to overcome themselves, right? As refugees, as people who have been through the war… [omitted]They don’t want to believe that they need help, and so the trauma that they carry when they give birth to us is carried on us as well. But due to the language barrier and also the, like, they say with the whole health care, in Vietnam I know that they don’t really believe in Western and Eurocentric medicine. So, from their understanding of how, like from their experience with colonization or French people, and how medicine works, they don’t believe in it” (Young men FGD). One characteristic of the Vietnamese culture that was also often mentioned by our FGD participants (as well as KIIs) was the lack of sharing and openness between generations, even within a family. Grandparents, parents, and children do not usually share and discuss each other’s problems. Parents and grandparents do not talk about problems because they need to appear strong and good in front of their children; children do not talk about problems because they are supposed to do well in all aspects, particularly in school. The competitiveness of Vietnamese and high expectations of younger generations again come into play here and create a vicious cycle. Young people are expected to do well in school, which put pressure on them and may result in mental health problems, yet, they cannot talk about it with their parents because they are not supposed to feel bad about school, and sharing is not encouraged. The Asian model minority myth and the expectations of parents that their children would do well in school and become doctors and lawyers were cited by many as a cause of mental health problems among young people. “Our parents are refugees, they had nothing and our parents want us to achieve this American Dream…. [omitted] It set expectations and images for us…. It was expected for all the Asians to be in the top 10, and for, like a little quick minute I thought I wasn’t going to make it, I was crying” (Yong men FGD). As a result, the mental health problems get worse. “If you’re feeling bad about something, you don’t feel like you can talk about it with anyone else, especially your family, because it is not something that is encouraged to be talked about anyway, so if you are feeling poorly and you don’t feel like you could talk to anybody, I think that just perpetuates the bad feelings” (Middle-aged women FGD). Acculturation and mental illness stigma Acculturation, the degree of assimilation to the host society, has changed some of the understanding of mental illness and stigmatizing attitudes. Differences across generations expressed in different FGDs indicated differences in perceptions towards mental illness that could be attributed to acculturation. For example, the young generation understood that mental illness was a health problem that was prevalent but less recognized in the Vietnamese community, whereas a prominent theme among the older participants was that mental illness was a temporary condition due to psychological stress, that it was a condition that only Caucasians had. Some of the components of public stigma related to mental illness seemed to vary between generations, for example the youngest participants were less likely to put a label on a person with mental health problems, or to stereotype them, compared to the oldest and middle-aged participants. This was attributed to their education, exposure to the media and information, and to them “being more Americanized.” However, there was no evidence that acculturation played an important role in changing the other components of public stigma, including stereotyping, separating, and status loss and discrimination. For example, the need to protect the family reputation was so important that our young participants shared: “If you damage their image, they will disown you before you damage that image” (Young men FGD). Young people, more likely to recognize mental health problems, were also more likely to share within the family and to seek help, but no more likely than their older counterparts to share outside of the family—“maybe you would go to counseling or go to therapy, but you wouldn’t tell people you’re doing that” (Young women FGD). The youngest participants in our study were facing a dilemma, in which they recognized mental health problems and the need for care, yet were still reluctant to seek care or talk about it publicly because of fears of damaging the family reputation and not living up to the parents’ expectations. Many young participants reported that it actually made it very difficult for them to navigate mental health issues between the 2 cultures, despite the awareness of the resources available. “I think it actually makes it harder. Only because you know to your parents and the culture, and your own people, it’s taboo, and it’s something that you don’t talk about. Just knowing that you have the resources to go seek it… You want advice from your family also, but you can’t connect the appointment to your family because you’re afraid to express that to your parents, you know? So I think that plays a big part, and knowing that you are up and coming, but you don’t want to do something to disappoint your family because they are so traditional” (Young men FGD). Some participants felt more comfortable talking about mental health problems, like depression, if it was their friend who experienced it and confided in them, but they would not necessarily felt open if it was their problem. Subtle cultural differences like this are likely overlooked by Western service providers. One older participant summarized it well “They [the young generation] are more Americanized. They are more open to other things [but] I think that mental health is still a barrier.” DISCUSSION/SIGNIFICANCE OF IMPACT: This study investigated how different components of public stigma related to mental illness manifest among Vietnamese Americans, a major ethnic group in the United States, and how acculturation may influence such stigma. The findings highlighted important components of public stigma, including labeling and status loss, but did not provide strong evidence of the other components within our study population. Strong cultural beliefs underlined the understanding of mental health and mental illness in general, and how people viewed people with mental illness. Several findings have been highlighted in previous studies with Asian immigrants elsewhere; for example, a study from the perspectives of health care providers in Canada found that the unfamiliarity with Western biomedicine and spiritual beliefs and practices of immigrant women interacted with social stigma in preventing immigrants from accessing care (O’Mahony and Donnelly, 2007). Fancher et al. (2010) reported similar findings regarding stigma, traditional beliefs about medicine, and culture among Vietnamese Americans. Acculturation played a role in changing stigmatizing attitudes as evidenced in intergenerational differences. However, being more Americanized did not equate to being more open, having less stigmatizing attitudes, or being more willing to seek care for mental health issues. Consistent with previous studies (Pedersen and Paves, 2014), we still found some level of stigma among young people aged 18–35, although some components were lessened with an increased level of acculturation. There was also a conflict among the younger generation, in which the need for mental health care was recognized but accessing care was no easier for them than for their parent and grandparent generations. The study’s findings are useful to adapt existing instruments to measure stigma to this population. The findings also have important program implications. One, they can be directly translated into basic supports for local primary and behavioral health care providers. Two, they can also be used to guide and inform the development and evaluation of an intervention and an additional study to validate the findings in other immigrant ethnic groups in the United States. Finally, based on results of the study, we can develop a conceptual framework that describes pathways through which social, cultural, and ecological factors can influence stigma and the ways in which stigma acts as a barrier to accessing mental health care among Vietnamese Americans. The guiding framework then can be validated and applied in future programs aimed to improve mental health care utilization among ethnic minorities.

Feelings of fear, anxiety, and worry make the learning of ESL / EFL difficult as learners’ focus is being interrupted. Writing; whether in first or second language, is considered a difficult process. The arousal of negative psychological experience in a second/foreign language writing is known as foreign language writing anxiety. As such, the underlying causes of ESL / EFL anxiety need to be understood to ensure a smooth language writing process for ESL / EFL learners. This study aims to investigate the level, types, and causes of writing anxiety among the students in a Chinese Independent Middle School. A convenience sample total of 30 Chinese Independent Middle School students were purposely chosen to participate in this study. This research adopted two survey questionnaires; Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) and Causes of Writing Anxiety Inventory (CWAI) by Rezaeia & Jafari (2014). The findings revealed that these students experience a high level of cognitive anxiety, moderate level of somatic anxiety, and low level of avoidance behaviour. It is discovered that the level of writing anxiety being experienced by the students is at the level of moderate to high anxiety. Meanwhile, in terms of the causal factor for writing anxiety, the results reported high means scores for each causal of writing anxiety theme are 'afraid of writing tests' for negative writing experience theme, 'feel worried to write under time constraints' for negative writing attitude theme and 'often encounter some linguistic problems' for limit writing knowledge and skill theme. The researcher proposed some strategies that could be used in reducing ESL writing anxiety which are: process writing approach, affective strategies, positive error correction, and vocabulary knowledge enhancement. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0760/a.php" alt="Hit counter" /></p>

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The reasons women engineers decide to resign the engineering field has been a significant focus in the current STEM literature due to high turnover rates of qualified women engineers from the profession (Fouad, Chang, Wan, & Singh, 2017; Singh, Zhang, Wan, & Fouad, 2018). While there is a significant number of women engineers that leave the profession due to the work environment and organizational structure of the engineering field, there are some that remain despite the adversity (Fouad et al., 2017; Singh et al., 2018). The purpose of this article is to provide insights into the elements that constructed my decision-making process, which resulted in a decision to persist working in engineering. In following John Dewey’s critical reflection process, elements of my decision-making process considered the effect of stress on decision-making, the influence of identity development, and the influence of scholarly engagement on my persistence and final decision to remain in the engineering industry. As a result, the management of my physiological stress responses allowed for engagement in these scholarly activities in and outside of my school work. Furthermore, the engagement in scholarly activities are suggested to have strongly influenced the enrichment of established engineering identities. Keywords: Reflection, scholarly engagement, women engineers, persistence, doctoral identity, John Dewey

Resumo Esta pesquisa, quantitativa, teve por objetivo analisar as Atividades de Produção Oral (APOs) que compõem duas coleções de Livro Didático (LD) de inglês como LE para o ensino médio da rede pública no Brasil, English for all e Globetrekker, a fim de verificar os tipos de APOs que as duas coleções apresentavam e qual grau de comunicabilidade as duas coleções possuíam, no sentido de perceber qual delas poderia oferecer um melhor desenvolvimento da habilidade oral. A metodologia utilizada encontra-se nos moldes da pesquisa quantitativa, utilizando regra de três simples e cálculos de porcentagem. O suporte teórico fundamenta-se em autores como Littlewood (2004); Chang e Lee (2011); Lajolo (1996); Coracine (1999); Bergsleithner (2009); Penny (1991); Ellis (2003); Nunan (1989) entre outros. Os resultados apontaram que a coleção English for all apresenta um grau de comunicabilidade maior do que a coleção Globetrekker, revelando que a primeira coleção configura-se como mais comunicativa por propor APO com o foco da instrução na forma que se caracterizaram mais como tarefas comunicativas do que exercícios mecanizados e que conduzem os aprendizes a usar a língua com mais atenção ao significado, podendo possibilitar aos aprendizes um melhor desenvolvimento da habilidade oral. Palavras-chave: Livro didático. Língua estrangeira. Língua inglesa. Habilidade oral. Atividades de Produção Oral. English as a foreign language textbooks: an analysis of speaking activities Abstract This quantitative research aimed to analyze oral production activities of two English textbook collections of EFL in Public High School in Brazil, English for all and Globetrekker, in order to verify the types of OPA that both collections presented and the degree of communicability they had in order to verify which one could provide a better development of the oral skill. The methodology adopted was quantitative, using rule of three and calculation of percentage. The theoretical support is based on some authors such as Littlewood (2004); Chang; Lee (2011); Lajolo (1996); Coracine (1999); Bergsleithner (2009); Penny (1991); Ellis (2003); Nunan (1989) among others. The results showed that one of the collections has a higher degree of communicability than the other, revealing that this collection seems to be more communicative because it proposes OPA with the main focus of instruction on form, that is more like characterized as communicative tasks than mechanized exercises which can lead learners to use the language with more attention to the meaning without neglecting aspects of language forms, allowing learners to be able to better develop the oral skill. Keywords: Textbook. Foreign language. English language. Oral skill. Oral production activities.

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