Conscious Intra-Personal Development: The Experience Counts

The future of mankind will depend on the ability of the individual to acquire Self-knowledge. The preservation of autonomy of the individual is supported by learning to fathom one's own unconscious and inner being, the undiscovered self. By consciously developing Self-knowledge the possibility originates for the individual to make his own conscious choices and to understand an other human being. It often takes a great deal of effort from an individual to consciously open up to his inner being. Gaining experiences related to intra-personal development and consciously reflecting on those experiences, is essential to keep the conscious intra-personal development process in motion. Education can lend a helping hand during this process, from the start of the school career of children, by making room in the curriculum for affective and experiential education. Theory disturbs the experiential orientation and the focus on emotions. Offer affective and experiential education to children from an early age, with plenty of personal room, and continuing this form of education until they leave school, supports young people to become more and more self-directing. The way in which this form of education is taken care for is crucial for its success.

Supporting Students with Sex Chromosome Aneuploidies in Educational Settings

Children with sex chromosome aneuploidies (SCAs) are at an increased risk for neurocognitive and behavioral disorders that may interfere with academic success, including early developmental delays, learning disabilities, executive function problems, and social communication deficits. A national survey study aimed to update and extend our understanding of school supports and educational outcomes for students with these increasingly common genetic diagnoses. Parents of children with a diagnosed SCA, birth to 21 years, living in the U.S. (N=248), responded to an electronic survey with questions focused on school support plans, academic accommodations, educational therapies, school completion, and perceptions of educator awareness of SCAs. Results revealed high rates of delayed kindergarten, grade retention in primary years, and educational support plans (IEPs = 71%; 504 Plans = 26%). Despite a clear profile of educational need, a majority (73%) of respondents with children over age 18 (N=41) reported their child successfully completed high school, and nearly half (46%) pursued post-secondary education opportunities. Many parents reported their child’s educators had little to no knowledge of SCA conditions, justifying a need to train teachers and policy makers in the unique educational needs of children and adolescents with SCAs. School psychologists should be aware of the frequent need for accommodations and individualized support plans in this population so they can support children and families by advocating for early and comprehensive evaluations and intervention plans.

Access to Mental Health Supports and Services: Perspectives of Young Women Living in Rural Nova Scotia (Canada)

There is limited literature on youths’ experiences of accessing mental health supports and services in rural Canada. Through interviews with young women, this research explored barriers and facilitators to accessing mental health services and supports in rural Nova Scotia. Participants shared numerous barriers at the family, school, and community levels, including stigma from family, lack of knowledge of school supports, and limited community service options. Facilitators also existed at these three levels, including supportive parents, school-based service availability, and supportive community members. Increased investment in school-based services may improve access; however, an understanding of young men’s experiences is needed first.

Evaluasi Program Akselerasi di SMA Negeri 3 Kota Gorontalo

Evaluation Of The Acceleration Program In SMA Negeri 3, Gorontalo. This study aims to: a) evaluate various policies regarding the acceleration program in SMA Negeri 3 Gorontalo city at the context stage, b) evaluate the availability of available resources to support the implementation of the acceleration program in SMA Negeri 3 Gorontalo city at the input stage, c) evaluate the implementation of the acceleration program at SMA Negeri 3 Gorontalo city at the stage of the process, and d) evaluate the success achieved in the implementation of the acceleration program in SMA Negeri 3 Gorontalo city at the product stage. This study employs an evaluative approach with data collection techniques, such as interview, observation and documentation.The results indicate that; 1) the results of the evaluation context that supports the acceleration program at SMA Negeri 3 Gorontalo city show that there is an acceleration program of policy in SMA Negeri 3 Gorontalo City and the understanding of policy makers about the acceleration program in SMA Negeri 3 Gorontalo city is intensively good , the formulation of the vision and mission of the school supports the policy implementation of the accelerated program, b) the results of the input evaluation show that the input component is a) the availability of human resources, namely teachers and academic support personnel, 2) the availability of facilities and infrastructure that support the implementation of the program (classes, laboratories, IT), d) curriculum, e) student recruitment , f) availability of funds, all of which support the acceleration program at SMA Negeri 3 Gorontalo city, 3) the results of the evaluation of the process show that the stages of the learning process carried out in the acceleration program in SMA Negeri 3 Gorontalo city are very dynamic and support the improvement of the competence of students studying in the accelerated class, and 4) the results of product evaluation indicate that a product stage of the acceleration program at SMA Negeri 3 Gorontalo city , shows that the evaluation criteria for students’ learning outcomes in the accelerated class display good results with an average of 95.75 or very good category.

Novel approaches to mechanism-based atrial fibrillation ablation

Modern cardiac electrophysiology has reported significant advances in the understanding of mechanisms underlying complex wave propagation patterns during atrial fibrillation (AF), although disagreements remain. One school of thought adheres to the long-held postulate that AF is the result of randomly propagating wavelets that wonder throughout the atria. Another school supports the notion that AF is deterministic in that it depends on a small number of high-frequency rotors generating three-dimensional scroll waves that propagate throughout the atria. The spiralling waves are thought to interact with anatomic and functional obstacles, leading to fragmentation and new wavelet formation associated with the irregular activation patterns documented on AF tracings. The deterministic hypothesis is consistent with demonstrable hierarchical gradients of activation frequency and AF termination on ablation at specific (non-random) atrial regions. During the last decade, data from realistic animal models and pilot clinical series have triggered a new era of novel methodologies to identify and ablate AF drivers outside the pulmonary veins. New generation electroanatomical mapping systems and multielectrode mapping catheters, complimented by powerful mathematical analyses, have generated the necessary platforms and tools for moving these approaches into clinical procedures. Recent clinical data using such platforms have provided encouraging evidence supporting the feasibility of targeting and effectively ablating driver regions in addition to pulmonary vein isolation in persistent AF. Here, we review state-of-the-art technologies and provide a comprehensive historical perspective, characterization, classification, and expected outcomes of current mechanistically based methods for AF ablation. We discuss also the challenges and expected future directions that scientists and clinicians will face in their efforts to understand AF dynamics and successfully implement any novel method into regular clinical practice.

Real Time Responses: Front Line Educators’ View to the Challenges the Pandemic has Posed on Students and Faculty

After months of school closures, a variety of educators were surveyed with the goal of understanding their lived experience of teaching during a pandemic and the supports they needed to be successful during this challenge. The educators span different grade levels, school districts, and states. Their responses were illuminating for educational leaders when planning for a new school year. The purpose of this research brief was to collect real time responses from educators as they attempted to meet the varied challenges of educating during a pandemic. The questions focused on strengths needed by the educator, characteristics observed in successful students, and school supports that were helpful to gain successful outcomes. A variety of educators, spanning from kindergarten through high school, were surveyed. All participants were asked the same questions, and their responses were collected, coded, and organized around different educational leadership themes: teacher efficacy, school culture, and student resiliency. The goal of this research brief was to gain crucial information while educators were facing the pandemic and use their responses to frame a conversation for educational leaders as they plan for upcoming challenges they may face. From this research brief, characteristics of success begin to emerge. What does an educator need to focus on to be successful? What can we learn from our most successful students? What role can a school’s culture play, even when no one is there?

Explaining the dimensions of social support for breakfast and healthy snacks in students: a qualitative study

Backgroundbreakfast elimination as well as consumption of low-value snacks is ever increasing among adolescents. This study sought to explain the dimensions of social support for breakfast and healthy snacks among students.MethodsA qualitative research was conducted in Isfahan, Tehran, and Khorramabad, Iran high schools in 2017–18. Data were obtained from five focus group discussions and 35 in-depth interviews as well as semi-structured interviews with students of both sex, parents and school authorities. The data simultaneously analyzed using conventional content analysis in three stages including preparation, organization, and reporting. Prolonged engagement, maximum variation of sampling and member check were the enrichment factors of the research.ResultsThree main categories emerged. First, family supports with sub- categories of family in the school programs as well as mother-sponsored support and family life patterns. Second, school supports with sub- categories of instrumental and informational support. And third, support of other community organizations with sub- categories of intra-department coordination and mass media.ConclusionThe concepts emerging in the present study develop multilevel ecological strategies to promote nutritional health including family, school, and community organizations such as school renovations, municipalities, police, education, and mass media to promote healthy breakfast and snack behavior are applicable for students.