The Cambridge Handbook of Lifespan Development of Creativity

This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.

Digital gestützte Zusammenarbeit von Organisationen in der beruflichen Bildung

Im Zuge der digitalen Transformation ergeben sich neue Möglichkeiten, um das Zusammenwirken von Lernorten der beruflichen Bildung zu stärken. Informations- und Kommunikationstechnologien werden große Potenziale zugeschrieben, die Lernortkooperation zu fördern und zu verbessern. Ziel dieses Reviews ist die Darstellung des aktuellen Forschungsstands zur digital begründeten Zusammenarbeit von Organisationen der beruflichen Bildung, die über das Verständnis der Lernortkooperation nach dem Berufsbildungsgesetz (BBiG) §2, Abs. 2 hinausgeht. Dazu wurden anhand eines Critcial Reviews zehn Studien ausgewählt, welche zwischen 2016 und 2020 veröffentlicht wurden und sich mit der digital gestützten Zusammenarbeit von mehreren Bildungsorganisationen befassen. Illustrierend werden das digitale Berichtsheft und die Lernfabrik als Instrumente zur Stärkung der Kooperation vorgestellt. Die Anwendungen wurden auf Grundlage theoretischer Annahmen der School-Workplace-Connecitvity als Boundary Objects identifiziert. Hieraus werden Einflussfaktoren für die erfolgreiche Einbindung und Verwendung digitaler Medien zur Stärkung der Lernortkooperation abgeleitet und weiterführende Forschungsbedarfe identifiziert. Eine wichtige Erkenntnis ist, dass die Verwendung digitaler Angebote nur in Kombination von Austauschprozessen die Kooperation der Organisationen fördern kann.

The Influence of Travel of Puri Yuhana and Bukit Khatulistiwa Housing Residents on the Travel Chain.

In making a work trip, apart from being faced with the time of departure and the mode used, the journey of the residents of the Puri Yuhana and Bukit Khatulistiwa housing estates on their work trips is not only direct to the right destination but there are several workers who take school children or other families first and then go to the right place. work or take care of office work elsewhere then go to work. This study aims to (1) Identify the Characteristics of Residents of Puri Yuhana Housing and Bukit Khatulistiwa. (2) Knowing the Effect of Traveling Residents of Puri Yuhana Housing and Bukit Khatulistiwa on the Travel Chain. This research was conducted in Puri Yuhana Housing and Bukit Khatulistiwa, Jalan Perintis Kemerdekaan km 4, Biringkanaya sub-district, Makassar. The results showed that the pattern of the travel chain for the residents of the Puri Yuhana Housing was dominant with the pattern of home – taking children to school – workplace – home, significantly influenced by the number of family members who worked and when they came home from work, while the pattern of the travel chain for the residents of Bukit Khatulistiwa Housing was dominant. with the homework – home pattern, significantly influenced by the number of family members, motorcycle ownership, departure time, and travel time

Voice User Interface-Based Artificial Intelligence enables Child Daycare Assistance System Framework

Daycare is a child-care alternative that permits guardians to drop off their kids during the day for care, management, and learning. Significantly, kids who participate in early child-care programs will be more beneficial and more fruitful in school. Child-care educators can share assets, thoughts and even get together in a nearby play area. Each parent has an alternate thought of what they need for their kids. There are various sorts of child-care offerings, Private child-care chains: An organization normally runs these as establishments, Private or independent nurseries: These are controlled by people or a group of people, home-based child-care: In India, this is a typical type of child-care, most of the time run by homemakers, Daycares connected to schools: Certain schools may decide to set up child-care appended to their school, Workplace childcares: Companies now and again have nearby child-care for youngsters. Several companies offer onsite child care support for their employees. Few organizations are Google, Johnson and Johnson, Boeing, Nike, Procter, Gamble, etc. Parents have the main concern that they want to know how their child is doing while they are away. Are their child's needs being met? Are they being heard when sharing important details about their child's care? Can they reach the facility at any time, and can staff reach parents regardless of where they are during the day? A central communication hub can help parents communicate important information such as dietary restrictions or special drop-off or pick-up instructions to address all these above concerns. Also, touch-free devices that would allow teachers to communicate hands-free, leaving them to focus on their most important task caring for children, require the hour. In this paper, a framework of voice user interface-based AI enables child daycare assistance system has been proposed that reviewed by baby sitters and parents.

Estimating COVID-19 cases and deaths prevented by non-pharmaceutical interventions in 2020-2021, and the impact of individual actions: a retrospective model-based analysis

Simulation models from the early COVID-19 pandemic highlighted the urgency of applying non-pharmaceutical interventions (NPIs), but had limited empirical data. Here we use data from 2020-2021 to retrospectively model the impact of NPIs. Our model represents age groups and census divisions in Ontario, Canada, and is parameterised with epidemiological, testing, demographic, travel, and mobility data. The model captures how individuals adopt NPIs in response to reported cases. Combined school/workplace closure and individual NPI adoption reduced the number of deaths in the best-case scenario for the case fatality rate (CFR) from 174, 411 [CI: 168, 022, 180, 644] to 3, 383 [CI: 3, 295, 3, 483] in the Spring 2020 wave. In the Fall 2020/Winter 2021 wave, the introduction of NPIs in workplaces/schools reduced the number of deaths from 17, 291 [CI: 16, 268, 18, 379] to 4, 167 [CI: 4, 117, 4, 217]. Deaths were several times higher in the worst-case CFR scenario. Each additional 7 − 11 (resp. 285 − 452) individuals who adopted NPIs in the first wave prevented one additional infection (resp., death). Our results show that the adoption of NPIs prevented a public health catastrophe.

How do male and female Headteachers evaluate their authenticity as school leaders?

This article utilises the model of authentic leadership by Bill George et al. to explore the extent to which gender influences teacher leader authenticity in the school workplace. Four male and four female Secondary Heads of School were asked to complete George et al.’s authentic leadership self-assessment tool and provide a written commentary reflecting on and contextualising their performance in five key areas identified by George et al.: Purpose – Passion; Values – Behaviour; Heart – Compassion; Relationships – Connectedness and Self-discipline – Consistency. The responses of the four male teacher leaders were compared with those of the four female teacher leaders and the results show that the male teacher leaders rated themselves more positively than female counterparts in all areas except Relationships – Connectedness. In all five categories the written reflections suggest that male and female leaders have gendered approaches to the notion of authenticity and conceive of school leadership in markedly different ways.

The Wicked Problem of Stigma for Youth Living With Anxiety

Anxiety disorders typically emerge in childhood and, if left untreated, can lead to poor health and social outcomes into adulthood. Stigma contributes to the burden of mental illness in youth. Mental health stigma has been conceptualized as a wicked problem and efforts to address this complexity require a greater understanding of how stigma operates in the lives of youth. Fifty-eight youth in Manitoba, Canada aged 10 to 22 years and living with anxiety took part in the study. Data collection involved in-depth interviews and arts-based methodologies. Youth living with anxiety faced stigma at three levels: (a) interpersonal, (b) intrapersonal, and (c) structural. Stigma held by others, internalized by youth and embedded in social institutions led to compromised relationships with family and peers, low self-esteem and self-efficacy, reduced help-seeking, and discrimination in school, workplace and health care settings. Implications and potential strategies for addressing these levels of stigma are discussed.

Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress

Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with higher concentrations of students who match their own race/ethnicity. Both teacher and school race/ethnicity were unique predictors of a teacher being classified as at-risk for stress. Additional analyses suggested that teachers’ reported race/ethnicity significantly moderated the school effect association with stress risk. These findings have policy implications for how school workplace surveys are used as well as staffing and professional development considerations.