S-5 formula for leadership development

Leadership is an area of perennial interest cutting across all fields of knowledge, including health sciences. The current models of leadership emphasize the skills and techniques derived from behavioural sciences and management. S-5 Formula is a developmental model, evidenced by learning theories and anchored in ancient Indian wisdom. The leadership journey begins by Setting a high goal (Sankalpa) to achieve something big, different and useful. This journey is aided by a Self- study and reflection (Swadhyaya). It gains Synergy (Satsanga) through collaborative learning, mentoring and feedback. The next phase is Service (Seva). Finally, the leader does act of Surrender (Samarpan), giving back to the society thus becoming an instrument of change. The theoretical framework behind these components and their implications for practice have been discussed.

Eurythrematosis as a developmental model of the Diabetes Mellitus type 1 pathological condition: pathophysiological parameters and oxidative stress / Eurytrematose como modelo de desenvolvimento da patologia da Diabetes Mellitus tipo 1: parâmetros fisiopatológicos e stress oxidativo

Eurytrematosis is a helminthic disease caused by trematodes belonging to the genus Eurytrema spp. that parasitize the pancreas of many animals and humans. This parasitosis causes chronic fibrosing pancreatitis, fat infiltration in the pancreatic parenchyma, besides damaging the exocrine pancreas, which is similar to that found in patients with Diabetes Mellitus type 1 (DM1). The current work aimed to evaluate the use of bovine pancreas infected with E. coelomaticum as a model to study DM1 pathophysiology. It was carried out macroscopic analyses, parasite identification, total pancreatic lipid determination and oxidative damage biomarkers levels of pancreas naturally infected with E. coelomaticum. Macroscopically, we observed that the infected pancreas had duct obstruction, organ stiffness due to the visible presence of fibrosis, increased adipose tissue deposition, increased protein and lipid damage, as well as increased antioxidant biomarkers (GSH, CAT and VIT C). Thus, it is possible to show that DM1 may have pancreatic parasitism as a possible primary origin. However, more studies are needed to better investigate this possible primary origin; the results obtained here suggest that the use of pancreas parasitized by E. coelomaticum could be a model to investigate DM1 pathophysiology.

Epistemology in Engineering Education: An Overview

Epistemology is a branch of philosophy, a study of how a person knows and knowing. Engineering epistemology is one of the new disciplines in engineering education research. Unfortunately, little research has been done on engineering education. In this paper, epistemology is discussed in the general context then, specifically for the engineering education context. Furthermore, the engineering epistemology framework and instrument to investigate engineering epistemology among engineering educators and students have been presented. Theory for knowledge development has been discussed in general and how that developmental model is important for higher education. Finally, epistemology in teaching and learning has been introduced in the context of engineering educators and engineering students. In summary, engineering educators’ epistemology will shape future engineers based on their class design. Therefore, developing engineering students from dualists to commitments of the relativist is very important. Finally, suggestions for engineering faculty management in developing engineering educators and engineering students for a better teaching and learning experience are provided.

A Developmental Study of Mirror-Gazing-Induced Anomalous Self-Experiences and Self-Reported Schizotypy from 7 to 28 Years of Age

<b><i>Introduction:</i></b> The mirror-gazing task (MGT) is an experimental paradigm inducing anomalous perceptions and anomalous experiences of self-face (ASEs) in the general population, ranging from changes in light and color, to face deformation, to experiencing one’s specular image as another identity. Subclinical ASEs have been related to the emergence of the risk for developing psychotic disorders, and inducing such states in the general population could shed light on the factors underlying interindividual differences in proneness to these phenomena. We aimed to examine the influence of schizotypal personality traits on proneness to experiencing induced ASEs from a developmental perspective, from childhood to adulthood. <b><i>Methods:</i></b> Two hundred and sixteen children, adolescents, and young adults participated in the MGT, and their schizotypal personality traits were assessed with the Schizotypal Personality Questionnaire. Statistical analyses assessed the relationship between schizotypy dimensions and induced ASEs, and we further tested their dynamic relationship as function of age (from childhood to adulthood). <b><i>Results:</i></b> Results confirmed the developmental trajectory of the different schizotypy dimensions, with scores peaking during adolescence, and proneness to induced ASEs seemed to follow a similar developmental trajectory. Moreover, positive (<i>p</i> = 0.001) and disorganized (<i>p</i> = 0.004) dimensions were found to contribute to the proneness to experiencing induced ASEs. Finally, the developmental model showed that positive schizotypy (<i>p</i> = 0.035) uniquely distinguished between experiencing other-identity phenomena between childhood and adulthood. <b><i>Conclusion:</i></b> This study has the potential to inform research on early detection of psychosis through a developmental approach and links the concept of schizotypy with processes of perceptual self-distortions.

Cross-cultural Competence as a Foundation for Professional Diplomacy in the New Post-COVID-19 Reality

In this contribution we argue that cross-cultural competence (CCC or 3C) is being an indispensable proficiency in professional work of diplomats worldwide despite any changes that happened in professional interaction due to the recent COVID-19 pandemic. It is also suggested that deglobalizing processes significantly strengthened by COVID-19 have made the necessity for specialists professionally involved in international relations to acquire cross-cultural competence even greater than before. The current global situation shows that deglobalization — slowing down of globalization in all spheres of life — is a new reality and it is important to adjust to it as soon as possible. Cross-cultural competence is defined here as a complex of theoretical knowledge and key practical skills enabling to efficiently and successfully communicate with the representatives of different cultures and religious traditions as well as to feel psychologically comfortable in a foreign environment. A reduced number of personal business interactions lead to the urge for their higher efficiency that is supposed to be reflected in a better understanding of the interlocutor’s motivations, stands and reactions. At the same time cultural specifics remains the main factor shaping human communication whether it is conducted offline or online. Today as the tendency to conduct online conferences and meetings increases, we witness an increased need to learn to understand the attitudes of our virtual interlocutors, who are coming from various national cultures and traditions. In the course of online meetings, the necessity to correctly decipher their body language, for example, has decreased — one can hardly see a full figure on the PC screen. And consequently, verbal communication started to prevail over non-verbal one increasing the demand for proper interpretation of words, phrases, tone, mimics and gestures that are still very widely used during virtual communication. The next step would be using the most relevant arguments and approaches to deliver one’s own position and/or opinion. To successfully apply both mechanisms — of receiving messages and replying to them — during communication of people from different national cultures it would require the knowledge of cultural specifics that is provided by cross-cultural competence courses, training, seminars, or any other educational programmes. Programmes in cross-cultural competence are supposed to include at least three following components: 1) regional studies, 2) axiological orientations, 3) models and norms of behavior, while axiological orientations are seen as the most important one. Finally, the conclusion is made about a serious need to include cross-cultural competence programmes into the training of diplomats-to-be at the early stages of their professional education. At the same time, it is highly recommended for professional upgrade of the already serving diplomats worldwide. The methodological approach used in the present research combines content analysis of the post-COVID publications by the leading international experts in the diplomatic field as well as acting diplomats with the Developmental Model of Intercultural Sensitivity (DMIS) elaborated by the prominent American sociologist Milton Bennet. The latter is a six-level sсheme, according to which it is possible to figure the level of person’s skillfulness in cross-cultural communication.

Maturation-dependent vulnerability of emotion regulation as a response to COVID-19 related stress in adolescents

Background: The COVID-19 pandemic created highly unpredictable circumstances which resulted in increased levels of psychological strain. Here we investigate pandemic-related alterations in emotion regulation in adolescents assessed before and during the pandemic. We also take biological age into account in the response to the pandemic.Methods: We compared baseline data on the Difficulties in Emotion Regulation Scale (DERS) total scores of a pre-pandemic adolescent cohort (n=241) with those obtained during the second wave of the pandemic (n=266). We estimated biological age based on an ultrasonic boneage assessment procedure in a subgroup of males. We included both grammar school and vocational school students in the 9th and 10th grades and analyzed their data independently.Findings: There is a gender difference in the timing of vulnerability for pandemic-related stress in grammar school students: females are affected a year earlier than males. Vocational school male students mature faster than grammar school male students, and the timing of emotional vulnerability also precedes that of the grammar school students.Discussion: We interpret our findings in a developmental model suggesting that there might be a window of highest vulnerability in adolescent emotion regulation. The timing of the window is determined by both chronological and biological age, and it seems to be different for females and males.Application to Practice: Defining the exact temporal windows of vulnerability for different adolescent cohorts allows for the timely integration of preventive actions into adolescent care to protect mental health during future chronic stressful situations.

FROM PADDY FIELDS TO SUSTAINABLE TOWN IN FOUR DECADES: TIGHT INTEGRATION OF URBAN PLANNING AND PLACE MANAGEMENT IN YUKARIGAOKA, JAPAN

Private real estate developers disproportionately focus on spatial planning and short-term returns, often forgetting the crucial role played by place management toward the achievement of sustainable communities. This research presents an alternative model of privately initiated urban development: Yukarigaoka, a new town in the eastern outskirts of Tokyo founded in the late 1970s. The case study has been analyzed through field research, assessments of local media, interviews and literature review, focusing on urban planning strategies and place management practices. Yukarigaoka is a non-speculative model entailing the developer’s long-term commitment to the creation of a community sustained by unique planning features and innovative, award-winning place management practices. As a result, the development avoided the demographic imbalance of many Japanese public new towns of the same period. Population has been constantly growing and the town has been attracting families, strengthening local engagement and a defined identity. Despite a degree of paternalism in approach and the mediocre design quality of the built environment, Yukarigaoka confirms that livable communities result from the tight integration of planning and management. It provides an important planning and management precedent for new and existing communities in other Asia-Pacific cities toward establishing a synergistic relationship between built and natural components and in advocating for long-term profit different from a predominantly neoliberal developmental model that maximizes immediate returns.

The Traditional Games-Based Thematic Teaching Materials in Improving Students’ Social Competence

The aims of this study were to produce the traditional games-based teaching materials that were suitable for use in thematic learning and to determine its effectiveness in improving students’ social competence for the fourth grade students. The study applied the ADDIE developmental model. The results showed that: (1) a validation of design expert was 88% (excellent), a material expert regarding the language feasibility was 95.53% (excellent), a social studies expert was 84% (excellent), a science expert was 85.8 (excellent), (2) the students’ responses on the traditional games-based teaching materials in the individual trial of 3 students were 81.66% (excellent), small group trial of 9 students were 87.77% (excellent), field trial of 17 students were 86.21% (excellent), and (3) there was an improvement of students’ social competence after conducting the learning activity with the traditional games-based teaching materials. This has proven that traditional games-based teaching materials were very suitable for the use in thematic learning of the fourth grade students. Keywords: Thematic Teaching Materials, Traditional Games, Social Competence.

Arf6 is necessary for senseless expression in response to Wingless signalling during Drosophila wing development

Wnt signalling is a core pathway involved in a wide range of developmental processes throughout the metazoa. In vitro studies have suggested that the small GTP binding protein Arf6 regulates upstream steps of Wnt transduction, by promoting the phosphorylation of the Wnt co-receptor, LRP6, and the release of β-catenin from the adherens junctions. To assess the relevance of these previous findings in vivo, we analysed the consequence of the absence of Arf6 activity on Drosophila wing patterning, a developmental model of Wnt/Wingless signalling. We observed a dominant loss of wing margin bristles and Senseless expression in Arf6 mutant flies, phenotypes characteristic of a defect in high level Wingless signalling. In contrast to previous findings, we show that Arf6 is required downstream of Armadillo/β-catenin stabilisation in Wingless signal transduction. Our data suggest that Arf6 modulates the activity of a downstream nuclear regulator of Pangolin activity in order to control the induction of high level Wingless signalling. Our findings represent a novel regulatory role for Arf6 in Wingless signalling.