The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?

The purpose of this exploratory study was to examine the coming out experiences of gifted LGBTQ (lesbian, gay, bisexual, transgender, and questioning or queer) alumni from a residential gifted high school. First, we found that gifted LGBTQ alumni ( N = 106) realized their sexual orientation/gender identity around 16.6 years old, which is similar to the general population. The year of high school graduation did not correlate with the age of initial realizations, or when they shared. On average, when the participants did share, they waited 2.1 years to share with friends and 3.4 years to share with family. Furthermore, they felt more comfortable sharing within the residential gifted high school than in their home schools. In general, LGBTQ alumni felt more autonomous, competent, and connected to the residential school. Finally, participants reported many barriers to coming out, including both internal struggles (e.g., uncertain themselves) and social fears (e.g., fear of alienation or harassment). These findings can provide guidance for school personnel as they develop effective, support systems.

The Enhance Engagement Students Through Kahoot! In Online Lecture During Pandemi Covid-19

Numerous schools worldwide have closed during Covid-19 pandemic but students has several distraction when they study from home. Schools and universities have to continue with preparing learning method in any occasion like online lecture. Some study results show an increase in linkages using digital applications, one of which is Kahoot. Therefore, this study aims to analyze the acceptance and relationship of students with lectures through Kahoot in online lecture. In this study, 67 students of pre-service Madrasah/ Primary teachers at a Siliwangi Islamic College were chosen as a participant. The age of the students ranged from 19 to 30 years and they were students who were taught by the researcher. The research conducted of two phases. In the first phases, consist of an introduction, lectures, and Kahoot! Quiz each chapter. In the second phase students answering the questionnaire-based online using google form. Question points in the questionnaire included usability, ease of use, attitude, engagement skills, and interaction. The findings show that a whole respondents agree that Kahoot can improve their learning performance. In spite of encourage in taking a good notes and listening carefully in classroom, Kahoot is contribute students to having fun in the online lecture.

Education

Since the 1960s, a growing number of American evangelicals have withdrawn their children from “government schools,” seeking alternative provision either in private Christian day schools or in parentally provided education within the home. Over two million American children are being home educated, and in the last few years, the number of children involved in home education has grown at a rate around twelve times that of the number of students entering public schools. Across the United States, but especially in north Idaho, an increasing number of believers are turning to several varieties of Christian education to dispute the minoritarian and subcultural assumptions of those believers who have conceded to liberal expectations, and to educate a generation of the faithful that will work to reclaim and eventually control the cultural mainstream. The influence of conservative religion on the public school system has never been greater, but in home schools, private schools, and liberal arts colleges, education has become a vital weapon in strategies of survival and resistance in evangelical America.

Substance Use Disorders and Behavioral Addictions During the COVID-19 Pandemic and COVID-19-Related Restrictions

COVID-19 was first identified in Wuhan, China in December of 2019 and appeared in the United States 1 month later. Between the onset of the pandemic and January 13, 2021, over 92 million people have tested positive for the virus and over 1.9 million people have died globally. Virtually every country in the world has been impacted by this virus. Beginning in March 2020, many U.S. state governments enforced a “quarantine” to respond to the growing health crisis. Citizens were required to remain at home; schools, restaurants, and non-essential businesses were forced to close, and large gatherings were prohibited. Americans' lives were transformed in a span of days as daily routines were interrupted and people were shuttered indoors. Mounting fear and unpredictability coupled with widespread unemployment and social isolation escalated anxiety and impacted the mental health of millions across the globe. Most (53%) U.S. adults reported that the coronavirus outbreak has had a negative impact on their mental health, including inducing or exacerbating use of alcohol, drugs, gambling and overeating as coping mechanisms. In this paper, we will examine substance use and addictive behaviors that have been used to manage the stress and uncertainty wrought by the COVID-19 pandemic. We review the changing treatment landscape as therapy pivoted online and telemedicine became the norm.

The Future of Events will be Hybrid (Tim Brown)

In early 2020 a pandemic was declared following the rapid spread of COVID-19 across the globe. As a result, numerous governments worldwide implemented strict measures to limit the movements of their populations to prevent increases in COVID-19 infections (Ludvigsen & Hayton, 2020; Mohanty et al., 2020). These restrictions included regional and national ‘lockdowns’ which severely restricted personal activities, with all but essential workers urged to work from home, schools and universities closed and moved online, and only critical business (such as supermarkets and pharmacies) to remain open (Richter, 2020). Many industries were affected by the lockdowns, with the tourism, hospitality, and events industries most severely affected (Mohanty et al., 2020). The Meetings Industry Association (mia) reported that in the UK the impact of COVID-19 on the events industry has resulted in £ billions lost in revenue through cancelled events and declines in enquiries, and that over 126,000 event jobs in the UK have been lost to date (mia, 2020), with fears this could increase to over 500,000 job losses without more government support (Fullard, 2020). This picture is mirrored in other countries, such as the USA, where it is outlined that 46% (8 million people) of those working in food, travel and events have lost their jobs (Dubay, 2020). Events are a global industry, worth $ trillions annually (Events Industry Council & Oxford Economics, 2018), and the shutdown of events presents an existential crisis to the industry which may take years to recover (EventMB, 2020b; mia, 2020; Mohanty et al., 2020).

Distant learning as a way to meet challenges: teaching English for medical students

In 2020 the world encountered a new virus. Nobody could predict it but it happened. The boundaries between countries were closed, people were obliged to stay at home, schools and universities were shut and the education was transferred online. We have to admit that not all educational institutions were ready to switch to the online format of teaching in such a short period. However, in conditions when there are no possibilities for face-to-face teaching educators are forced to find the most efficient ways of teaching English. In this paper, the authors aim to investigate online resources able to compensate for the lack of face-to-face communication. While doing research critical analysis of existing literature and generalisation of teaching experience were used. The findings revealed that even in distant learning particular resources can recompense for the absence of offline learning.

Community Synergy In Alternative Education Movements Through Home Schooling In The New Normal Era

The current education process is hampered by the existence of the Covid-19 pandemic which requires education to be carried out online at home to cut the spread of the virus which will harm children, educators and education personnel. To anticipate this the need for community synergy to jointly find alternative movement solutions for education through home schools to optimize education in the new normal era. The purpose of this study was to determine the application of community synergy in the alternative movement of education through home schools. In the application process parents will not be burdened by the learning process of their children while at home because it will synergize with the teacher or tutor and also students as those who help in the application of the learning model of blended learning. The research method used is a descriptive qualitative approach. Data collection techniques through literature review / literature review. The results of this research are clearly seen how the community synergy will take place without walking between parents and teachers, because in essence education is our shared responsibility.

Sekolah Rumah Ramah Anak sebagai Solusi Pendidikan Jarak Jauh di Tengah Pandemi Covid-19

Covid-19 pandemic has a major impact on the world of education. Around 24.9% of students experience anxiety due to the Covid-19 Pandemic. Face-to-face education has also shifted to the Distance Education (PJJ) system. This shift is what worries parents because their children experience difficulties in self-regulation and understanding the material. Therefore, the researcher tried to provide a solution to this problem through this research. This research was qualitative. The method used was a literature study, interviews, and elementary school students' observations in Tulungagung and Blitar regencies. This study's results were that researchers recommend Child-Friendly Home Schools to the community, especially parents, because it was effectively applied in the learning process during the Covid-19 Pandemic.

Queensland Telepaediatric Service: A Review of the First 15 Years of Service

In November 2000, the Queensland Telepaediatric Service (QTS) was established in Brisbane, Australia, to support the delivery of telehealth services to patients and clinicians in regional and remote locations. The QTS was built on a centralized coordination model, where telehealth services could be effectively managed by a dedicated telehealth coordinator. In doing so, telehealth referral and consultation processes were efficient and clinicians felt better supported as they adjusted to new processes for engaging with patients. We have conducted a retrospective review of activity associated with the QTS and summarized key activities which have arisen from this extensive program of work. Telehealth service records and associated publications were used to describe the evolution of the QTS over a 15-year period. From November 2000 to March 2016, 23,054 telehealth consultations were delivered for 37 pediatric clinical specialties. The most common service areas included child and youth mental health, neurology, burns care, surgery, and ear nose and throat services. A range of different telehealth service models were developed to align with different clinical service needs and location of services. Whilst most work involved video consultation between hospitals, some services involved the delivery of telehealth services into the home, schools or community health centres. Despite its longevity, the QTS was not immune to the usual challenges associated with telehealth implementation, service redesign and sustainability. Experience reported from the QTS will be useful for other health services seeking to develop comprehensive telehealth services in a rapidly changing healthcare environment.

Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program

This study investigated the impact of a semester-long technology course as part of a higher education cultural exchange program for secondary school teachers of developing nations. We integrated quantitative data from surveys that evaluated participants’ technological pedagogical content knowledge (TPACK), with qualitative evidence from participants’ technology-based lesson designs. Analysis across the 16 participants indicated that the course was effective in improving teachers’ TPACK. Teachers reported increases in all TPACK domains, with the largest growth in technological content knowledge and TPACK. However, qualitative analysis suggested greater presence of technological pedagogical knowledge. Teachers learned to consider affordances of technology in accordance with content or pedagogy, but their ability was limited due to resource constraints or students’ readiness. Results suggest that international exchange programs are a valuable way to support teachers of developing nations in building educational technology capacity at their home schools. Implications for practice or policy: Technology education should leverage teacher expertise in pedagogical content knowledge. Developers should consider the contexts of home schools when designing education experiences for international teachers. Continuing education that gives opportunities for hands-on work (active learning) is an effective way to support development of teachers regarding educational technology.