Curriculum Variety’s As A Guarantee For A Well-Being Personal Development

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel ini merupakan kertas konsep yang akan membincangkan mengenai peranan dan cabaran guru-guru Pendidikan Khas dalam membentuk kemenjadian murid-murid masalah pendengaran. Ia selaras dengan kehendak Tranformasi Nasional 2050 (TN50) yang memberi fokus untuk melahirkan kemenjadian murid sebagai salah satu aspirasi untuk memacu negara di masa akan datang. Dalam membentuk kemenjadian murid, pencapaian akademik yang cemerlang bukanlah merupakan fokus utama tetapi murid perlu dididik secara holistik untuk melahirkan warga negara Malaysia yang bertanggungjawab, berpengetahuan, berakhlak dan mampu mencapai kesejahteraan diri. Dalam aspek ini murid-murid masalah pendengaran memerlukan pendidikan yang sesuai mengikut tahap kemampuan mereka. Justeru guru-guru Pendidikan Khas perlu mempersiapkan diri dengan pelbagai pengetahuan, kepakaran dan kemahiran untuk mencapai aspirasi negara. Selain itu, kerjasama, kolaborasi dan sokongan daripada ibu bapa, pentadbir sekolah, pakar perubatan dan masyarakat amat diperlukan.

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Quality of Life: Changes in Self-Perception in People with down Syndrome as a Result of Being Part of a Football/Soccer Team. Self-Reports and External Reports

Brain Sciences ◽

10.3390/brainsci11020226 ◽

2021 ◽

Vol 11 (2) ◽

pp. 226

Author(s):

Rocío Camacho ◽

Cristina Castejón-Riber ◽

Francisco Requena ◽

Julio Camacho ◽

Begoña Escribano ◽

...

Keyword(s):

Quality Of Life ◽

Down Syndrome ◽

Personal Development ◽

Social Inclusion ◽

Evaluation Process ◽

Well Being ◽

Self Perception ◽

Football Team ◽

Soccer Team

The hypothesis posed was whether being part of a football/soccer team influenced the quality of life (QL) of the people who participated in it since their perception of themselves is enhanced by factors, such as self-determination, social inclusion, emotional well-being, physical well-being, material well-being, rights, personal development, and internal relationships. The objective was to evaluate the QL of people with Down Syndrome (DS) using their self-perception (n = 39) and the perception of the informants (family members, teachers) (n = 39). The KidsLife-Down Scale, with a few modifications, was used. In general, differences of opinion between the subgroups of participants with DS and informants showed that results were higher in terms of perception for participants in the DS subgroup. Scores for all variables were higher for those participants with DS who said they did engage in practicing competitive football/soccer. Although the perception of informants provides a great deal of information regarding the QL of participants with DS, participants with DS should also be involved in the evaluation process and their self-perceptions taken into account. It is not participating in a football team that causes the conclusions of the study, but training (which includes the friendly matches that are played), the cause correlated with the improvements detected in the athlete’s DS.

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The Psychological Impact of Strict and Prolonged Confinement on Business Students during the COVID-19 Pandemic at a Spanish University

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041710 ◽

2021 ◽

Vol 18 (4) ◽

pp. 1710 ◽

Cited By ~ 1

Author(s):

Anne Marie Garvey ◽

Inmaculada Jimeno García ◽

Sara Helena Otal Franco ◽

Carlos Mir Fernández

Keyword(s):

University Students ◽

Interpersonal Relationships ◽

Personal Development ◽

Business Students ◽

Psychological Impact ◽

Well Being ◽

Web Based ◽

Anxiety Levels ◽

Severe Anxiety

The study was carried out to examine the situation of university students from one month after the beginning of a very strict confinement process in Spain during the COVID-19 pandemic. Students responded to a survey which included the 7-item Generalized Anxiety Disorder Scale (GAD-7) together with other questions relating to their general well-being from the European Quality of Life Survey (EQLS). A total of 198 university students answered the web-based survey. The questionnaire was generated using Microsoft Forms and was explained and distributed online. The results indicated that around 18.7% of students were suffering from severe anxiety and 70.2% were suffering either mild or moderate anxiety at this point of the strict confinement process. The findings show that when emotional well-being (quality of sleep, the perception of feeling fear, death of a relative) is reduced and material well-being is negatively affected (income level) anxiety levels are increased. On the other hand, the results show that having good interpersonal relationships with family members and taking care of personal development (routines and habits that make them feel good) help reduce anxiety levels. The female students in the sample also suffered higher levels of anxiety than males during strict confinement.

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Education and social support: do migrants benefit as much as natives?

Comparative Migration Studies ◽

10.1186/s40878-020-00199-w ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Jana Brandt ◽

Kyra Selina Hagge

Keyword(s):

Social Support ◽

Personal Development ◽

Human Life ◽

Well Being ◽

Vital Role ◽

Cross Sectional ◽

Support Providers ◽

Appraisal Support ◽

Migration Experiences ◽

To Receive

Abstract Education and having access to social support play a vital role in the human life. Integrated and better-educated people demonstrate an increased personal health and well-being. Social isolation, on the contrary, can affect not only the personal development, but also pertains to society. These topics are especially relevant in the current migration debate. Our paper examines the link between schooling and the individuals’ probability to receive different types of social support, in particular emotional, instrumental, informational, and appraisal support. Using logit and ordinal logit regressions on cross-sectional micro-data provided by the SOEP, we distinguish between two subgroups, the native population and people who migrated to Germany. Our findings confirm that higher levels of education increase the probability to access social support as well as the number of support providers in the network. Migrants are disadvantaged when it comes to the access of social support. However, our results suggest no significant negative returns to education for people with migration experiences.

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Predicting Physical Activity and Lifelong Health Through Personal Control and Educational Attainment

Perceptual and Motor Skills ◽

10.1177/00315125211029237 ◽

2021 ◽

pp. 003151252110292

Author(s):

Jinyi Zhou ◽

Xuesong Ding ◽

Yuefan Zhai ◽

Qing Yi

Keyword(s):

Physical Activity ◽

Educational Level ◽

Personal Development ◽

Educational Achievement ◽

Personal Control ◽

Well Being ◽

Mediating Effect ◽

Data Set ◽

Education And Health ◽

Proposed Model

Prior studies have shown that physical activity (PA) is strongly associated with lifelong health and well-being. Thus, analyses of relationships among individual differences, PA, education, and health may provide important insights into the sustainability of PA-related personal development efforts. In this longitudinal study, we tested a proposed model in a data set of 12,686 participants from the National Longitudinal Survey of Youth 1979 (NLSY 79). We used hierarchical regressions and bootstrapping to test hypotheses concerning the main effect of personal control on lifetime health, the mediating effect of PA, and the moderating effect of educational achievement. We found that individuals’ self-reported PA was positively related to their health status. Additionally, there was a positive mediating effect of self-reported PA on the relationship between personal control and health when the individual’s educational level was high, and there was a negative mediating effect of self-reported PA when an individual’s educational level was low. Based on these results, we provide relevant government policy suggestions for increasing fitness participation, constructing sports facilities, and encouraging educational institutions to include health education in their efforts.

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Family Variables and Quality of Life in Children with Down Syndrome: A Scoping Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18020419 ◽

2021 ◽

Vol 18 (2) ◽

pp. 419

Author(s):

Anna Lee ◽

Kathleen Knafl ◽

Marcia Van Riper

Keyword(s):

Quality Of Life ◽

Down Syndrome ◽

Scoping Review ◽

Personal Development ◽

Well Being ◽

Future Research ◽

Cross Sectional ◽

Children With Down Syndrome ◽

Family Variables

The purpose of this scoping review was to identify the family and child quality of life variables that have been studied in relation to one another in children with Down syndrome, the frequency with which different relationships have been studied, and the extent to which family variables were the focus of the research aims. A literature search was conducted to find studies published between January 2007 and June 2018. The initial search yielded 2314 studies; of these, 43 were selected for a final review. Researchers most often addressed family resources and family problem-solving and coping concerning child personal development and physical well-being. Little attention to child emotional well-being was observed, with none considering family appraisal of child emotional well-being. The relationship between family variables and child QoL rarely was the primary focus of the study. Methodologically, most reviewed studies used cross-sectional designs, were conducted in North America and based on maternal report. From future research considering the issues found in this review, healthcare providers can obtain an in-depth understanding of relationships between children and family variables.

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Development of an Equity, Diversity, Inclusion, and Anti-racism Pledge as the Foundation for Action in an Academic Department of Neurology

Neurology ◽

10.1212/wnl.0000000000012674 ◽

2021 ◽

Vol 97 (15) ◽

pp. 729-736 ◽

Cited By ~ 1

Author(s):

Gillian L. Gordon Perue ◽

Susan E. Fox-Rosellini ◽

Nicole B. Sur ◽

Erika Marulanda-Londono ◽

Jason Margolesky ◽

...

Keyword(s):

Law Enforcement ◽

Lived Experiences ◽

Personal Development ◽

Socioeconomic Inequality ◽

Well Being ◽

Faculty Members ◽

Systemic Racism ◽

National Conversation ◽

The Impact ◽

Grand Rounds

Recent racial inequities as illustrated by the health disparities in COVID-19 infections and deaths, the recent killings of Black men and women by law enforcement, and the widening socioeconomic inequality and have brought systemic racism into a national conversation. These unprecedented times may have deleterious consequences, increasing stress, and trauma for many members of the neurology workforce. The Equity, Diversity, Inclusion and Anti-Racism Committee within our Department of Neurology provides infrastructure and guidance to foster a culture of belonging and addresses the well-being of faculty, staff, and trainees. Here, we present the creation and implementation of our Equity, Diversity, Inclusion, and Anti-Racism (EDIA) Pledge, which was central to our committee's response to these unprecedented times. We outline the process of developing this unique EDIA Pledge and provide a roadmap for approaching these important topics through a Continuing Medical Education Neurology Grand Rounds aimed at fostering a diverse, inclusive, equitable, and antiracist work environment. Through the lived experiences of 4 faculty members, we identify the impact of bias and microaggressions and encourage allyship and personal development for cultural intelligence. We hope that these efforts will inspire neurology departments and other academic institutions across the globe to make a similar pledge.

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Accessible Educational Environment and Pedagogical Support: Theories and Solutions

Bulletin of Kemerovo State University Series Humanities and Social Sciences ◽

10.21603/2542-1840-2019-3-1-104-110 ◽

2019 ◽

Vol 3 (2) ◽

pp. 104-110

Author(s):

Ирина Атякшева ◽

Irina Atayaksheva ◽

Татьяна Литвинцева ◽

Tat'yana Litvinceva ◽

Татьяна Кель ◽

...

Keyword(s):

Personal Development ◽

Developmental Psychology ◽

Personality Development ◽

Well Being ◽

Educational Environment ◽

Educational Process ◽

Educational Institutions ◽

Social Pedagogy ◽

School Events ◽

Feasible Solutions

The research features the concept of accessible educational environment provided by educational institutions. The paper introduces some models of accessible educational environment, pedagogical support, its principles, forms, and methods. The authors define the pedagogical conditions that would contribute to personality development in an accessible educational environment. Potential and feasible solutions can be identified according to various educational technologies that reveal the subtleties of pedagogical activity in the context of modern personal development, the features of which are specified on the basis of psycho-correction, psycho-didactic, developmental psychology, social pedagogy, and social psychology. One’s involvement in the developmental and educational process is determined by various components of the activities carried out by the student, i.e. his or her well-being, desire to learn and communicate, to belong, entertain, help other students, parents, and teachers, to visit the library, participate in school events, etc. Modern pedagogy offers a variety of social and educational activities for people with special needs, thus ensuring continuous personality development.

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Content of psychologycal well – being of Latgale population

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2013vol2.537 ◽

2015 ◽

Vol 2 ◽

pp. 13

Author(s):

Ēriks Kalvāns

Keyword(s):

Economic Development ◽

Personal Development ◽

Applied Research ◽

Human Life ◽

Well Being ◽

Psychological Well Being ◽

Research Challenges ◽

Socio Economic Development ◽

Socio Economic Impact ◽

Empirical Material

Psychological well-being affects all areas of a person's life, physical health and social well-being. High psychological well - being make a longer human life and provides continuous personal development and self-improvement. As shown by the results of studies, psychological well-being content varies among different ethnic groups and cultures. Thus, despite the accumulated theoretical and empirical material about the research challenges of wealth, not properly applied research results in other countries to a particular country or region, in this case - Latvia and the Latgale region. Socio-economic development in this region have the lowest rates. These facts raise the question of Latgale adverse socio-economic impact on the psychological well-being of its people. In view of these facts, this study aims are to investigate the population of Latgale psychological well-being lewel and content of this phenomenon.

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Inteligencia emocional, Resiliencia y Autoestima en personas con discapacidad física y sin discapacidad

Enfermería Global ◽

10.6018/eglobal.17.2.291381 ◽

2018 ◽

Vol 17 (2) ◽

pp. 263-283

Author(s):

Magdalena Gómez-Díaz ◽

María Jiménez-García

Keyword(s):

Emotional Intelligence ◽

Physical Disability ◽

Personal Development ◽

Physical Disabilities ◽

Well Being ◽

Self Esteem ◽

The Self ◽

Emotional Management ◽

Different Dimensions ◽

People With Physical Disabilities

Introducción: La Inteligencia emocional, resiliencia y autoestima son conceptos relacionados con el desarrollo personal. Las personas que presentan discapacidad física, la percepción de las diferentes situaciones a las que tienen que enfrentarse pueden influir en sus emociones y comportamiento.Objetivo: Analizar las diferencias o similitudes entre las personas con discapacidad y sin discapacidad en el ámbito de la inteligencia emocional, la resiliencia y la autoestima. Metodología: Estudio cuantitativo de tipo descriptivo, transversal, y prospectivo, utilizando las escalas de la Inteligencia emocional TMMS-24, la escala de la Resiliencia CD-RISC10 y la escala de la autoestima de Rosemberg, con un total de 100 participantes. Resultados: Las personas con discapacidad física presentan medias estadísticamente superiores en inteligencia emocional y resiliencia, aunque en autoestima las personas sin discapacidad presentan medias superiores. Discusión: Distintos autores ponen de manifiesto que las emociones juegan un papel fundamental en el bienestar de los individuos. En el caso de las enfermedades que implican discapacidad física, afectan a los diferentes aspectos de la vida de las personas, por lo tanto se hace más necesario aún el buen manejo emocional para evitar que la persona sufra mayores consecuencias físicas y/o emocionales. Conclusiones: Las personas con discapacidad física presentan unos niveles adecuados de inteligencia emocional en sus diferentes dimensiones, desarrollando estrategias de afrontamiento que les permiten hacer frente a dichas dificultades. La autoestima de las personas con discapacidad física, se ve mermada por la baja percepción de control independiente. Introduction: Emotional intelligence, resilience and self-esteem are concepts related to personal development. People who have physical disabilities, the perception of the different situations that have to face may influence emotions and behavior.Objective: Analyze the differences or similarities between people with disabilities and without disabilities in the field of emotional intelligence, resilience and self-esteem.Methodology: Type descriptive, transversal and prospective, quantitative study using the scales of the emotional intelligence TMMS-24, the scale of the Resilience CD-RISC10 and the scale of the Rosenberg self-esteem, with a total of 100 participants.Results: Persons with physical disabilities present mean statistically higher on emotional intelligence and resilience, although regarding self-esteem people without disabilities have an upper mean.Discussion: Different authors have shown that emotions play a fundamental role in the well-being of individuals. In the case of diseases that involve physical disability, affect different aspects of the life of people, therefore even good emotional management is necessary most to avoid that the person may suffer greater consequences physical and/or emotional.Findings: Persons with physical disability have adequate levels of emotional intelligence in its different dimensions, developing coping strategies that enable them to cope with such difficulties. The self-esteem of people with physical disabilities is weakened by the low perception of independent control.

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