Journal articles: 'Wadleigh High School (New York, N.Y.)' – Grafiati (2024)

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A questionnaire, designed to determine the process for identifying and providing assistance to students who demonstrate a variety of problem behaviors that interfere with learning or co-curricular performance in school, was mailed to school superintendents ( N = 1526) in Connecticut, New Jersey, and New York. Four hundred and fifty-one responses (29.6%A) were received; the majority (84.7%) indicated that a formal written policy exists for helping students and most (82.5%) also have a formal written procedure. The assistance program, most frequently called student assistance, is predominantly found at high school level. A full-time student assistance counselor paid by the school district (43.2%) or a grant funded position (18.9%) conducts the program. Students in the three states use the services of the program for alcohol problems, drug problems, family problems, school behavior problems, academic problems, etc. The major referral sources to the assistance programs are teachers, guidance counselors, and the students themselves. The survey findings indicate that assistance programs for students in Connecticut, New Jersey, and New York play a significant role in helping students who are experiencing problems and also positively impact on the school and the community.

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School nutrition programs (SNP) provide much needed access to fruits, vegetables, and other healthy foods at low or no cost. Yet, the infrastructure of school kitchens and cafeteria vary across schools, potentially contributing to systematic barriers for SNP operation and equity. The purpose of this paper is to examine the association between school infrastructure and outcomes including meal participation, untraditional lunch periods, and having an open campus. Regression analyses were conducted using administrative data for 1804 schools and school nutrition manager survey data (n = 821) in New York City (NYC). Co-location was significantly associated with open campus status (OR = 2.84, CI: 1.11, 7.26) and high school breakfast participation (β = −0.056, p = 0.003). Overcrowding was associated with breakfast (elementary: β = −0.046, p = 0.03; middle: β = 0.051, p = 0.04; high: β = 0.042, p = 0.04) and lunch participation (elementary: β = −0.031, p = 0.01) and untraditional lunchtimes (elementary: OR = 2.47, CI: 1.05, 5.83). Higher enrollment to cafeteria capacity ratios was associated with breakfast (elementary: β = −0.025, p = 0.02) and lunch (elementary: β = −0.015, p = 0.001; high: β = 0.014, p = 0.02) participation and untraditional lunchtimes (middle: OR = 1.66, CI: 1.03, 2.68). Infrastructure characteristics are an important source of variation across NYC schools that may hinder the equity of school nutrition programs across the city.

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Introduction Despite declines in cigarette smoking in the US, electronic cigarette (e-cigarette) use has increased among middle and high school students. In 2014, New York City (NYC) implemented Tobacco 21 (T21) to prohibit sales to anyone under age 21. Our study goal was to measure the effectiveness of T21 on e-cigarette use. Methods We used the New York State (NYS) Youth Tobacco Survey—a biennial, school-based, self-administered survey. We explored middle (N = 5249) and high (N = 7296) school NYC students’ (male and female) current (past 30 days’) e-cigarette use from 2014 (pre-T21) to 2018 (post-T21). Results were compared with students in the rest of NYS (ROS). Bivariate and multivariable logistic regression analyses assessed correlates of e-cigarette use, beliefs about harmfulness, addictiveness, and susceptibility. Results NYC high school students’ current e-cigarette use increased from 2014 to 2018 (8.1% vs 23.5%, P < .001). Middle school students’ use increased between 2014 (4.8%) and 2016 (9.0%) yet reversed by 2018 (5.7%) (2014 vs 2018, P = .576). ROS middle school (2.2% vs 7.4%, P < .001) and high school (12.0% vs 29.3%, ( P < .001) use increased from 2014 to 2018. Willingness to try e-cigarettes among those who had never tried an e-cigarette was twice as high (AOR = 2.19, 95% CI = 1.15-3.17) among NYC high school students in 2018 compared with 2014. Conclusions E-cigarette use increased among NYC high school students despite T21. T21 may have reduced use among middle school students over time. Programs that denormalize e-cigarettes and policies that further restrict access are needed to decrease youth e-cigarette use.

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This study examines female graduates ( N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference ( p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.

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In summer 1995, two high school students, David Goldenheim and Dan Litchfield, discovered a way to divide a line segment into any number of equal parts. Their method differed from the standard method of Euclid. Together with their teacher Charles Dietrich, they wrote an article on their method, which appeared in the January 1997 issue of the Mathematics Teacher (Litchfield, Goldenheim, and Dietrich 1997). The discovery received considerable publicity in the popular media and was written up in the Wall Street Journal and the New York Times. The authors gave talks at several professional conferences and were invited to meet the secretary of education.

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Objectives. To assess explicit- (products clearly labeled flavored) and emergent concept- (products implying flavoring but not clearly labeled) flavored tobacco product availability following New York City’s flavor restriction. Methods. We examined explicit- and concept-flavored tobacco product availability, with 2017 New York City Retailer Advertising of Tobacco Survey data (n = 1557 retailers). We assessed associations between block group–level demographic characteristics and product availability by using logistic regression. Results. Most retailers sold explicit-flavored (70.9%) or concept-flavored (69.3%) products. The proportion of non-Hispanic Black neighborhood residents predicted explicit- and concept-flavored product availability, as did having a high school within a retailer’s block group for concept-flavored products. Conclusions. Explicit- and concept-flavored other tobacco products persisted throughout New York City, despite 2009 legislation restricting sales. Public Health Implications. Making local sales restrictions or federal production bans inclusive of all explicit and concept flavors would reduce retailer and industry evasion opportunities and protect the health of youths and others.

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AbstractObjectiveRecommendations for fruit and vegetable consumption are largely unmet. Lower socio-economic status (SES), neighbourhood poverty and poor access to retail outlets selling healthy foods are thought to predict lower consumption. The objective of the present study was to assess the interrelationships between these risk factors as predictors of fruit and vegetable consumption.DesignCross-sectional multilevel analyses of data on fruit and vegetable consumption, socio-demographic characteristics, neighbourhood poverty and access to healthy retail food outlets.SettingSurvey data from the 2002 and 2004 New York City Community Health Survey, linked by residential zip code to neighbourhood data.SubjectsAdult survey respondents (n 15 634).ResultsOverall 9·9 % of respondents reported eating ≥5 servings of fruits or vegetables in the day prior to the survey. The odds of eating ≥5 servings increased with higher income among women and with higher educational attainment among men and women. Compared with women having less than a high-school education, the OR was 1·12 (95 % CI 0·82, 1·55) for high-school graduates, 1·95 (95 % CI 1·43, 2·66) for those with some college education and 2·13 (95 % CI 1·56, 2·91) for college graduates. The association between education and fruit and vegetable consumption was significantly stronger for women living in lower- v. higher-poverty zip codes (P for interaction < 0·05). The density of healthy food outlets did not predict consumption of fruits or vegetables.ConclusionsHigher SES is associated with higher consumption of produce, an association that, in women, is stronger for those residing in lower-poverty neighbourhoods.

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Objective: Although the fastest growing mi­nority group, Asian Americans receive little attention in mental health research. More­over, aggregated data mask further diversity within Asian Americans. This study aimed to examine depression risk by detailed Asian American subgroup, and further assess de­terminants within and between three Asian ethnic subgroups.Methods: Needs assessment surveys were collected in 16 Asian American subgroups (six Southeast Asian, six South Asian, and four East Asian) in New York City from 2013-2016 using community-based sampling strategies. A final sample of N=1,532 com­pleted the PHQ-2. Bivariate comparisons and multivariable logistic models explored differences in depression risk by subgroup.Results: Southeast Asians had the greatest depression risk (19%), followed by South Asians (11%) and East Asians (9%). Among Southeast Asians, depression risk was associ­ated with lacking health insurance (OR=.2, 95% CI: 0-.6), not having a provider who speaks the same language (OR=3.2, 95% CI: 1.3-8.0), and lower neighborhood social cohesion (OR= .94, 95% CI: .71-.99). Among South Asians, depression risk was associated with greater English proficiency (OR=3.9, 95% CI: 1.6-9.2); and among East Asians, depression risk was associated with ≤ high school education (OR=4.2, 95% CI: 1.2-14.3). Additionally, among Southeast Asians and South Asians, the high­est depression risk was associated with high levels of discrimination (Southeast Asian: OR=9.9, 95% CI: 1.8-56.2; South Asian: OR=7.3, 95% CI: 3.3-16.2).Conclusions: Depression risk and deter­minants differed by Asian American ethnic subgroup. Identifying factors associated with depression risk among these groups is key to targeting limited public health resources for these underserved communities. Ethn Dis. 2020;30(4):553-562; doi:10.18865/ed.30.4.553

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Background: Research subjects may receive payment for their participation. Multiple models for payment have been proposed, however, the most ethical model is not completely clear.Objective: The purpose of the present study is to evaluate and quantify the public’s perception and to identify demographic determinants influencing said perceptions.Methods: Patients from a New York City medical clinic were queried using an adapted survey on medical research compensation consisting of 6 opinion-style questions pertaining to the payment of subjects enrolling in clinical trials and 9 demographic questions. Pearson’s chi-squared tests of independence with two-tailed alpha of 0.05 and correction for multiple testing were performed to determine statistical significance.Results: 440 respondents were recruited for participation, with broad distribution across age, race, and socioeconomic levels. For research payment, surveyed respondents preferred the market model (n = 265, 62%) compared to the reimbursem*nt model (n = 72, 16.8%) or wage payment model (n = 64, 15%) and no payment (n = 27, 6.3%). Patients under the age of 60 were more likely to choose the market model (p = .01) compared to those over 60 selecting the reimbursem*nt model (p = .001). 88.7% (n = 377) of respondents indicated they did not perceive clinical trial payment to be a bribe, with non-white patients being more likely to identify payment as a bribe (p = .025). 73.2% of respondents (n = 344) believed that poorer individuals were more likely to enroll. Patients without high school education and patients 60 years of age or older were more likely to believe that payment (p = .006 and p < .001, respectively) would have no influence on enrollment than those with high school education.Conclusions: Differences in mind-set towards clinical trials demonstrate older patients and individuals without a high school education may have differing opinions with regards to financial incentives in clinical trials. Sensitivity towards these attitudes may require alternative models of payment for future clinical trials.

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Mindfulness-based interventions (MBIs) could be effective in engaging children and reducing childhood obesity risk. The purpose of this study was to test feasibility, fidelity, and potential impact of a pilot MBI in urban school youth. A two-group quasi-experimental study was conducted in a Harlem, New York school. Participants comprised 51 students (ages 9–12, 54% female, 85% African American/Black). The experimental (E) group (n = 26) participated in a nine-session pilot MBI. Sessions were 90 min and offered weekly as part of afterschool programming. Children only attending during the school day comprised the control (C) group (n = 25). Process evaluation (e.g., fidelity, reach) was performed. Interviews with the E group were conducted to determine program acceptability. Mindful eating and resilience measures were collected at baseline and post-intervention. Intervention feasibility was high as the retention rate was 100% and fidelity was good as nine out of ten sessions were implemented. Relative to baseline, significant improvements were observed in the C group compared to the E group in the resilience composite score (p = 0.01) and its confidence domain (p = 0.01). A MBI may provide a unique opportunity to engage youth. However, further research is warranted to determine if a MBI could promote health in urban, school-age children.

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We conducted a cross-sectional web-based study to assess attitudes and experiences with HIV pre-exposure prophylaxis (PrEP) amongst a multiracial cohort of gay, bisexual, and other men who have sex with men (MSM) and transgender women in Long Island, New York. Participants were recruited through clinical providers and community-based organizations. The survey assessed knowledge and attitudes toward PrEP and factors that facilitate willingness to take it. Of the 189 respondents, most participants were Latinx/Hispanic (57.1%; n = 105), gay-identifying (81.2%; n = 151), and cisgender men (88.7%; n = 165). One in five participants completed high school or lower (19.4%; n = 36). Among those who had never used PrEP (53.4%; n = 101), nearly all participants were willing to use it if it were free or covered as part of their insurance (89.4%; n = 84). The most common barriers to not using PrEP was not knowing where to obtain it (68.3%; n = 69), concerns about side effects (42.1%; n = 35), and concerns about affordability (38.5%; n = 25). This study discusses specific nuances to the suburbs, including cultural norms and structural barriers that should be incorporated in health promotion initiatives in addressing these factors.

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Abstract Objectives A Quarter of all US-based Jamaicans live in New York City (NYC) (N = 178,750). Compared to African Americans, Black Caribbeans experience lower rates of obesity (36% vs. 29%) and hypertension (38% vs 35%), but similar rates of diabetes (13% vs. 15%). Little is known about how diet and acculturation affect risk of chronic disease among Jamaican immigrants of different age groups. The aims of this study were to identify among three generations of Jamaicans living in NYC: a) how food experiences influence food perceptions and dietary behaviors; and b) how acculturation, social norms, socio-economic status and trans-national movements affect diet and risk of chronic disease. Methods Group and individual interviews with youth (n = 10), parents (n = 6) and grandparents (n = 8) used open-ended questions, were recorded and lasted 45 – 90 min. Participants received $20 gift cards as incentives. Recordings were transcribed, and analyzed using Dedoose 7.0. Results Three major themes emerged: Food perceptions and the concept of clean food impelled participants from all generations to consume a healthier diet consisting of more fresh fruits and vegetables and less processed foods. Among youth, remote acculturation to the US culture and global foods made it more acceptable to replace traditional home cooked foods with processed foods. Third, acculturation provided older Jamaican immigrants with easier access to healthcare and health education. The health advice provided by doctors, dietitians and other healthcare professionals was well respected and older Jamaicans reported high levels of compliance. Conclusions Among youth, early exposure to US culture and foods while living in Jamaica may increase future risk of chronic disease by making it more acceptable to replace cultural foods with American foods. Food perceptions and the concept of clean food play an important role in the way that Jamaicans of all ages think about, purchase and eat food. Truly valuing fruits and vegetables made adult Jamaican immigrants more receptive to health education and more likely to lower their risk of chronic disease. Funding Sources CUNY Graduate School of Public Health and Health Policy, Dean's Dissertation Grant (Dissertation research support for author Horlyck-Romanovsky).

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Eliot Wigginton. Sometimes a Shining Moment: The Foxfire Experience-- Twenty Years in a High School Classroom. Garden City, New York: Anchor Press/ Doubleday, 1985. Pp. xiv, 438. Cloth, $19.95. Review by Philip Reed Rulon of Northern Arizona University. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. Vol. I: The Colonial Period to Reconstruction. Guilford , Connecticut: Dushkin Publishing Group, Inc., 1985. Pp. x, 255. Paper, $8.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Lois W. Banner. American Beauty. Chicago and London: University of Chicago Press, 1983. Pp. ix, 369. Paper, $9.95. Review by Thomas J. Schlereth of the University of Notre Dame. Alan Heimert and Andrew Delbanco, eds. The Puritans in America: A Narrative Anthology. Cambridge: Harvard University Press, 1985. Pp. xviii, 438. Cloth, $25.00. Review by Raymond C. Bailey of Northern Virginia Community College. Clarence L. Mohr. On the Threshold of Freedom: Masters and Slaves in Civil War Georgia. Athens and London: The University of Georgia Press, 1986. Pp. xxi, 397. Cloth, $35.00. Review by Charles T. Banner-Haley of the Frederick Douglass Institute for African and African-American Studies, University of Rochester. Francis Paul Prucha. The Indians in American Society: From the Revolutionary War to the Present. Berkeley: University of California Press, 1985. Pp. ix, 127. Cloth, $15.95. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Il. Barry D. Karl. The Uneasy State: The United States from 1915 to 1945. Chicago and London: University of Chicago Press, 1983. Pp. x, 257. Paper, $7.95; Robert D. Marcus and David Burner, eds. America Since 1945. New York: St. Martin's Press, 1985. Fourth edition. Pp. viii, 408. Paper, $11.95. Review by David L. Nass of Southwest State University, Mn. Michael P. Sullivan. The Vietnam War: A Study in the Making of American Policy. Lexington: The University Press of Kentucky, 1985. Pp. 198. Cloth, $20.00. Review by Joseph L. Arbena of Clemson University. N. Ray Hiner and Joseph M. Hawes, eds. Growing Up In America: Children in Historical Perspective. Urbana and Chicago: University of Illinois Press, 1985. Pp. xxv, 310. Cloth, $27.50; Paper, $9.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Linda A. Pollock. Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge: Cambridge University Press, 1983. Pp. xi, 334. Cloth, $49.50; Paper, $16.95. Review by Samuel E. Dicks of Emporia State University. Yahya Armajani and Thomas M. Ricks. Middle East: Past and Present. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Second edition. Pp. xiv, 466. Cloth, $16.95. Review by Calvin H. Allen, Jr of The School of the Ozarks. Henry C. Boren. The Ancient World: An Historical Perspective. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xx, 407. Paper, $22.95. Review by Arthur Q. Larson of Westmar College (Ret.) Geoffrey Treasure. The Making of Modern Europe, 1648-1780. London and New York: Methuen, 1985. Pp. xvii, 647. Cloth, $35.00; Paper, $16.95. Review by Robert Lindsay of the University of Montana. Alexander Rudhart. Twentieth Century Europe. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xiv, 462. Paper, $22.95. Review by Linda Frey of the University of Montana. Jonathan Powis. Aristocracy. New York: Basil Blackwell, 1984. Pp. ix, 110. Cloth, $24.95; Paper, $8.95. Review by Robert W. Brown of Pembroke State University. A. J. Youngson. The Prince and the Pretender: A Study in the Writing of History. Dover, New Hampshire: Croom Helm, Ltd., 1985. Pp. 270. Cloth, $29.00. Review Michael J. Salevouris of Webster University.

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Abstract Background Lyme disease has serious public health implications and has a high prevalence in Suffolk County, NY. Furthermore, there is a high risk for coinfection with Babesiosis, a potentially life-threatening tick-borne infection in the same area. This population-based cohort study was implemented in 2016 to assess the risk factors for Borreliosis among the Hispanic/Latino work population, which gave us the opportunity to measure clinical and epidemiological features of co-infection. Methods Invitation to participate in the study occurred during a Spanish educational lecture about tick-borne diseases. Following signed informed consent, a questionnaire and blood sample were obtained for each participant Borreliosis was defined based on 2-tiered serologic testing. Antibodies to B. microti were detected by indirect immunofluorescence assay (IFA). Between June and December 2016, 126/199 (66%) with a completed visit 1 (survey and blood draw) were included in the first analysis. Results Sample characteristics include 60% 18–39 years old, 75% male, 79% had elementary school education or less, 86% reported having tick exposure, 79% lived in Eastern North Fork, 65% lived 10 or more years in the United States, and 48% were gardeners and landscapers. The seroprevalence for Borreliosis burgdorferi, Babesiosis microti, and co-infection were n = 13(10.3%), n = 36 (28.6%), and n = 7 (5.6%), respectively. In the univariate analysis having a fatigue severity score of <4 or having fatigue most of the time or stiff neck or joint pain or facial paralysis, or a previous diagnosis of other tick-borne diseases were associated with co-infection (Pearson chi-square, P < 0.05). Conclusion However, none of these factors were statistically significant in the multivariate analysis after adjusting for the above variables. In this initial study, a high prevalence of Babesiosis was found. A larger sample size may be needed to better assess the risk of coinfection in this Lyme endemic area. Disclosures All authors: No reported disclosures.

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BackgroundIn 2018, New York City (NYC) implemented a tobacco-free pharmacy law as part of a comprehensive policy approach to curb tobacco use. This study models the reduction in tobacco retailer density following the ban to examine differences in the policy’s impact across neighbourhoods.MethodsTobacco retailer density per 1000 residents was calculated in July 2017 for each of NYC’s Neighborhood Tabulation Areas (NTAs, n=188) before and after removing pharmacies as licensed tobacco retailers. Pearson correlations and linear regression (with predictors scaled to 10 unit increments) measured associations between the projected change in retailer density after the ban and NTA demographic characteristics.ResultsOn average, retailer density decreased by 6.8% across neighbourhoods (SD: 6.3), with 17 NTAs experiencing reductions over 15%. Density reduction was greater in NTAs with higher median household income (r: 0.41, B: 1.00, p<0.0001) and a higher proportion of non-Hispanic white residents (r: 0.35, B: 0.79, p<0.0001). NTAs with a higher percentage of adults with less than a high school education (r: −0.44, B: −2.60, p<0.0001) and a higher proportion of Hispanic residents (r: −0.36, B: −1.07, p<0.0001) benefited less from the policy. These relationships held after assessing absolute changes in density (vs per cent change).ConclusionsNYC’s tobacco-free pharmacy law substantially reduces tobacco retailer density overall, but the impact is not equal across neighbourhoods. In order to minimise disparities in the tobacco retail environment, local governments considering a similar ban should supplement this strategy with other retailer restrictions to achieve equitable outcomes.

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Serological assays have been widely employed during the coronavirus disease 2019 (COVID-19) pandemic to measure antibody responses to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and to track seroconversion in populations. However, currently available assays do not allow determination of neutralization capacity within the assay protocol. Furthermore, commercial serology assays have a high buy-in cost that is inaccessible for many research groups. We have replicated the serological enzyme-linked immunosorbent assay for the detection of SARS-CoV-2 antibody isotypes, developed at the Icahn School of Medicine at Mount Sinai, New York. Additionally, we have modified the protocol to include a neutralization assay with only a minor modification to this protocol. We used this assay to screen local COVID-19 patient sera (n = 91) and pre-COVID-19 control sera (n = 103), and obtained approximate parity with approved commercial anti-nucleoprotein-based assays with these sera. Furthermore, data from our neutralization assay closely aligns with that generated using a spike-based pseudovirus infection model when a subset of patient sera was analyzed.

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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>[</span><span>According to the authors of this article, the growing unhappiness of law- yers, particularly young lawyers, stems from three causes: (1) Lawyers are selected for their pessimism (or “prudence”) and this generalizes to the rest of their lives; (2) Young associates hold jobs that are characterized by high pressure and low decision latitude, exactly the conditions that promote poor health and poor morale; and (3) American law is to some extent a zero-sum game, and negative emotions flow from zero-sum games. .. </span></p><p><span>This article has been shared with practitioners as well as academics. It grows out of faculty seminars held at the Benjamin N. Cardozo School of Law in the fall of 1999, which included managing partners of several major New York Law firms, and in spring 2001, as well as a meeting of the New York Chapter of the American Bar Foundation in the spring of 2000. The theory of positive psychology framed the discussion.</span><span>] </span></p></div></div></div>

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This study aims to determine the procedure and to assess the quality of the development of test instruments in measuring the learning disabilities of elementary school students. Learning disabilities are formulated as disorders that occur in learning activities such as dyslexia, dysgraphia, dyscalculia. The type of the research is research and development by using Martini Jamaris’s Model. The subjects were 90 students of elementary school in Jakarta. The number of items was 75 items consisting of 19 items (dyslexia), 29 items (dysgraphia), and 27 items (dyscalculia). The results obtained in the validity test were declared valid were only 54 of the 75 items. Reliability of the test was stated to be reliable with very high interpretation in all dimensions. The results of the analysis of learning disabilities using a learning disabilities test that have been developed were obtained 90% of students experience learning disabilities.Abdurrahman, Mulyono. 2012. Anak Berkesulitan Belajar: Teori, Diagnosis, Dan Remediasinya. Jakarta: Rineka Cipta.Aiken, Lewis R., and Gary Groth-Marnat. 2005. Psychological Testing and Assessment. 12th ed. New Delhi: Pearson.Allen, K. Eileen, and Ilene S. Schwartz. 2001. The Exeptional Child Inclusion in Early Childhood Education. New York: Delmar.Aro, TuijaAhonen, Timo. 2011. Assessment of Learning Disabilities: Cooperation Beetween Teacher, Psychologists, and Parent. African ed. Finland: Suomen Yliopistopaino Oy – Uniprint.Aziz, Abdul. n.d. “Dataset Development of A Learning Disabilities Test: A Case Study at Elementary School.”Chodijah, Medina. 2014. “Model Bimbingan Kolaboratif Untuk Meningkatkan Kemampuan Akademik Anak Yang Mengalami Kesulitan Belajar (Learning Disabilities) Di Sekolah Dasar Inklusif.” Universitas Pendidikan Indonesia.Deiner, Penny L. 2013. Inclusive Early Childhood Education Development, Resources and Practice. 6th ed. USA: Wadsworth Cengage Learning.Dick, Walter, Lou Carey, and James O. Carey. 2015. The Systematic Design of Instructional. 8th ed. New York: Pearson Education Inc.Essa, Eva L. 2014. Introduction to Early Childhood Education. 7th ed. Canada: Thomson Learning Inc.Gall, Meredith D., Joyce P. Gall, and Walter R. Borg. 2003. “Educational Research: An Introduction.” Educational Research: An Introduction 683.Gephart, Harlan R. 2019. “Learning Problems in Children and Adolescents.” Pp. 9–15 in ADHD Complex.Gooch, Deanna L. 2012. “Research, Development, and Validation of A School Leader’s Resource Guide for The Facilitation of Social Media Use by School Staff.” Kansas State University.Harwell, Joan M., and rebecca W. Jackson. 2008. The Complete Learning Disabilities Handbook: Ready-to Use Strategies and Activities for Teaching Students with Learning Disabilities. 3rd ed. San Francisco: jossey-Bass.Heward, William L., Sheila R. Alber-Morgan, and Moira Konrad. 2017. Exceptional Children An Introduction to Special Education. 11th ed. New York: Pearson.Ifdil, Ifdil, Rima P. Fadli, Nilma Zola, Elfi Churnia, Yola Eka Putri, and Berru Amalianita. 2020. “The Effectiveness of Ifdil Perceptual Light Technique in Reducing Ophidiophobia.” Addictive Disorders & Their Treatment 19(4):247–51.Jamaris, Martini. 2014. Kesulitan Belajar: Perspektif, Asesmen, Dan Penanggulangannya Bagi Anak Usia Dini Dan Usia Sekolah. Jakarta: Ghalia Indonesia.Jamaris, Martini, and Edwita. 2014. “Formal Multiple Intelligences Assessment Instruments for 4-6 Years Old Children.” American Journal of Educational Research 2(12):1164–74.Juntorn, Sutinun, Sarinya Sriphetcharawut, and Peeraya Munkhetvit. 2017. “Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children With Learning Disabilities: A Pilot Study.” Occupational Therapy International.Kirk, Samuel, James J. Gallagher, Mary R. Coleman, and Nick Anastasiow. 2009. Educating Exceptional Children. 12th ed. Boston: Houghton Mifflin Harcourt Publishing Company.Klein, M. Diane, Ruth E. Cook, and Anne M. Richardson-Gibson. 2001. Strategies for Including Children With Special Needs in Early Childhood Settings. New York: Delmar.Leong, Han Ming, Mark Carter, and Jennifer R. Stephenson. 2015. “Meta-Analysis of Research on Sensory Integration Therapy for Individuals with Developmental and Learning Disabilities.” Journal of Developmental and Physical Disabilities 27(2):183–206.Maehler, Claudia, and Kirsten Schuchardt. 2016. “The Importance of Working Memory for School Achievement in Primary School Children with Intellectual or Learning Disabilities.” Research in Developmental Disabilities 58:1–8.Mangunsong, Frieda. 2014. Psikologi Dan Pendidikan Anak Berkebutuhan Khusus. 1st ed. Depok: LPSP3 UI. Mora, JNC; Silva, FB; Lopez, RR; Cortez, REC. 2016. “Design, Adaptation and Content Validity Process of a Questionnaire: A Case Study.” International Journal of Management 7(7):204–16.Mulyatiningsih, Endang. 2011. “Riset Terapan Bidang Pendidikan Dan Teknik.” 1–254.N Young, Sonia, and Karen Furgal. 2016. “Effectiveness and Implication of Sensory Integration Therapy on School Performance of Children with Learning Disabilities.” International Journal of Neurorehabilitation 03(01):17–18.Pesova, Biljana, Despina Sivevska, and Jadranka Runceva. 2014. “Early Intervention and Prevention of Students With Specific Learning Disabilities.” Procedia - Social and Behavioral Sciences 149:701–8.Post, Marcel W. 2016. “What to Do with ‘Moderate’ Reliability and Validity Coefficients?” Archives of Physical Medicine and Rehabilitation 97(7):1051–52.Sidiarto, Lily D. 2007. Perkembangan Otak Dan Kesulitan Belajar Pada Anak. Jakarta: UI Press.Smith, Catherine M. 1997. “Development of A Learning Disabilities Screening TesT for Adults.” University of Toronto.Smith, Tom E. C., Edward A. Polloway, Jamews R. Patton, and Carol A. Dowdy. 2008. Teaching Students with Special Needs in Inclusive Setting. 5th ed. New York: Pearson Educational Inc.Taherdoost, Hamed. 2016. “Validity and Reliability of the Research Instrument; How to Test the Validation of aQuestionnaire/Survey in a Research.” International Journal of Academic Research in Management 5(3):28–36.

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AbstractGround-based spectrometers have been deployed to measure the concentration, velocity, and temperature of ozone in the mesosphere and lower thermosphere (MLT), using low-cost satellite television electronics to observe the 11.072-GHz line of ozone. The ozone line was observed at an altitude near 95 km at 38°N, 71°W using three spectrometers located at the Massachusetts Institute of Technology’s Haystack Observatory (Westford, Massachusetts), Chelmsford High School (Chelmsford, Massachusetts), and Union College (Schenectady, New York), each pointed south at 8° elevation. Observations from 2009 through 2014 were used to derive the nightly averaged seasonal variation of the 95-km altitude meridional wind velocity, as well as the seasonally averaged variation of the meridional wind with local solar time. The results indicate a seasonal trend in which the winds at 95 km are directed southward at about 10 m s−1 in the summer of the Northern Hemisphere and northward at about 10 m s−1 in the winter. Nighttime data from −5 to +5 local solar time show a gradual transition of the meridional wind velocity from about −20 to 20 m s−1. These variations correlate well with nighttime wind measurements using 557.7-nm optical airglow observations from the Millstone Hill high-resolution Fábry–Perot interferometer (FPI) in Westford.

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

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Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

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Background Chinese immigrants suffer a disproportionately high type 2 diabetes (T2D) burden and tend to have poorly controlled disease. Mobile health (mHealth) interventions have been shown to increase access to care and improve chronic disease management in minority populations. However, such interventions have not been developed for or tested in Chinese immigrants with T2D. Objective This study aims to examine mobile device ownership, current use, and interest in mHealth interventions among Chinese immigrants with T2D. Methods In a cross-sectional survey, Chinese immigrants with T2D were recruited from Chinese community centers in New York City. Sociodemographic characteristics, mobile device ownership, current use of social media software applications, current use of technology for health-related purposes, and interest in using mHealth for T2D management were assessed. Surveys were administered face-to-face by bilingual study staff in the participant’s preferred language. Descriptive statistics were used to characterize the study sample and summarize technology use. Results The sample (N=91) was predominantly female (n=57, 63%), married (n=68, 75%), and had a high school education or less (n=58, 64%); most participants had an annual household income of less than US $25,000 (n=63, 69%) and had limited English proficiency (n=78, 86%). The sample had a mean age of 70 (SD 11) years. Almost all (90/91, 99%) participants had a mobile device (eg, basic cell phones, smart devices), and the majority (n=83, 91%) reported owning a smart device (eg, smartphone or tablet). WeChat was the most commonly used social media platform (65/91, 71%). When asked about their top source for diabetes-related information, 63 of the 91 participants (69%) reported health care providers, followed by 13 who reported the internet (14%), and 10 who reported family, friends, and coworkers (11%). Less than one-quarter (21/91, 23%) of the sample reported using the internet to search for diabetes-related information in the past 12 months. About one-third of the sample (34/91, 37%) reported that they had watched a health-related video on their cell phone or computer in the past 12 months. The majority (69/91, 76%) of participants reported interest in receiving an mHealth intervention in the future to help with T2D management. Conclusions Despite high mobile device ownership, the current use of technology for health-related issues remained low in older Chinese immigrants with T2D. Given the strong interest in future mHealth interventions and high levels of social media use (eg, WeChat), future studies should consider how to leverage these existing low-cost platforms and deliver tailored mHealth interventions to this fast-growing minority group.

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Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pembinaan etos kerja guru di Sekolah Menengah Atas Swasta (SMAS) Golden Christian School (GCS) Palangka Raya. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi kasus. Pengumpulan data menggunakan teknik observasi, wawancara, dan studi dokumentasi. Analisis data menggunakan pola interaktif data meliputi: reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian mengungkap bahwa dengan pembinaan etos kerja guru oleh kepala sekolah yang dilaksanakan dengan menerapkan berbagai strategi pembinaan melalui berbagai kegiatan pengembangan profesional guru dan dilaksanakan melalui mekanisme dan pentahapan yang jelas; serta ditunjang dengan berbagai faktor pendukung yang tersedia di sekolah dapat meminimalisir berbagai kendala yang dihadapi sekolah dalam membina etos kerja guru, sekaligus mampu menjadikan SMAS GCS sebagai salah satu sekolah swasta pilihan terbaik bagi masyarakat di Kota Palangka Raya. Abstract: This study aims to describe the coaching of the work ethic of teachers in the Golden Christian School (GCS) Private High School Palangka Raya. This study used a qualitative approach with case study design. Data collection using observation, interview and study of document. Data analysis using interactive data patterns include: data reduction, data display, and drawing conclusions. Checking the validity of the data obtained is done by using a degree of trust through triangulation techniques both sources and methods. The results of the study reveal that with the guidance of the teacher's work ethic by the principal which is carried out by implementing various coaching strategies through various teacher professional development activities and carried out through clear mechanisms and phases; and also supported by various supporting factors that available in schools can minimize the various obstacles faced by schools in fostering teacher work ethics, as well as being able to make GCS Private High School as one of the best choice private schools for the community in Palangka Raya City. References: Ali, M. (2009). Pendidikan untuk Pembangunan Nasional: Menuju Bangsa Indonesia yang Mandiri dan Berdaya Saing Tinggi. Bandung: Imperial Bhakti Utama. Anaroga, P. (2001). Psikologi Kerja. Jakarta: Rineke Cipta. Arifin, I. (2001, 25-26 Juli). Profesionalisme Guru: Analisis Wacana Reformasi Pendidikan dalam Era Globalisasi. Makalah disampaikan dalam Simposium Nasional Pendidikan di Universitas Muhammadiyah Malang. Asriani., Murniati, A. R., & Bahrun. (2017). Kepemimpinan Kepala Madrasah dalam Memotivasi Kerja Guru pada MTS Swasta LAM Ujong Kabupaten Aceh Besar. Jurnal Magister Administrasi Pendidikan, 5(2), 121-126. Diterima dari http://www.jurnal.unsyiah.ac.id/JAP/article/view/8361/7333. Beason, L. (2001). Ethos and Error: How Business People React to Errors. Accessed 19 December 2019, retrieved from http://faculty.winthrop.edu/ kosterj/writ465/samples/beason.pdf. Chan, M. C., & San, T. T. (2010). Analisis SWOT Kebijakan Pendidikan dan Era Otonomi Daerah. Jakarta: RajaGrafindo Persada. Fatikah, N., & Fildayanti. (2019). Strategi Kepala Sekolah Dalam Peningkatan Motivasi Dan Etos Kerja Guru Di Sekolah Menengah Atas Negeri Bareng Jombang. Indonesian Journal of Islamic Education Studies (IJIES), 2(2), 167-182. doi: https://doi.org/10.33367/ijies.v2i2.989. Goldhammer, R., Anderson, R. H., Krawjewski, R. J. (1980). Clinical Supervision: Special Methods for The Supervision of Teachers. New York: Holt, Rinehart, and Winston. Indrakusuma, A. (2010). Pengantar Ilmu Pendidikan. Surabaya: Usaha Nasional. Latief, E. 2010. Hubungan antara Amanah, Etos Kerja dan Profesionalisme pada Rumah Zakat Indonesia. Tesis tidak dipublikasikan, Universitas Indonesia: Program Pascasarjana. Diterima dari http://lib.ui.ac.id/file?file=pdf/abstrak/id_abstrak-20342190.pdf. Manik, R. (2019). Implementasi Pemberian Reward dan Punishment Untuk Meningkatkan Etos Kerja Guru. Jurnal Masalah Pastoral, 7(XX), 80-95. Diterima dari https://ojs.stkyakobus.ac.id/index.php/JUMPA/. Masaong, A. K. (2013). Memberdayakan Pengawas sebagai Gurunya Guru. Bandung: Penerbit Alfabeta. Miles, M. B., & Huberman, A. M. (1994). Analisis Data Kualitatif. Buku Sumber tentang Metode-metode Baru. Jakarta: Universitas Indonesia Press. Mulyani, S. (2016). Pengaruh Kepemimpinan Kepala Sekolah dan Etos Kerja Guru serta Pegawai terhadap Iklim Organisasi pada SMP Negeri 225 Jakarta. Journal of Economics and Business Aseanomics (JEBA), 1(1), 38-56. doi: https://doi.org/10.33476/jeba.v1i1.398. Mustofa. (2007). Upaya Pengembangan Profesional Guru di Indonesia. Jurnal Ekonomi dan Pendidikan, 4(1), 76-88. doi: https://doi.org/10.21831/jep.v4i1. Neagley, R. L., & Evans, N. D. (1980). Handbook for Effective Supervision of Instruction. New Jersey: Prentice Hall, Inc. Nopemberi, A. D. (2015). Fungsi Kepala Sekolah dalam Meningkatkan Kinerja Guru. Manajer Pendidikan, 9(3), 394-403. Diterima dari https://ejournal.unib.ac.id/index.php/manajerpendidikan/article/view/1136/944. Norris, P. (2003). Still a Public Service Ethos? Work Values, Experience and Job Satisfaction among Government Workers. Accessed 19 December 2019, retrieved from https://wcfia.harvard.edu/publications/still-public-service-ethos-work-values-experience-and-job-satisfaction-among. Nugroho, P. J. (2017). Home Visiting Supervision (HVS): An Alternative Approach to Increase the Commitment of Elementary Teachers in Remote Areas. International Research- Based Education Journal, 1(1), 39-45. doi: http://dx.doi.org/10.17977/ um043v1i1p%25p. Nuraini, S. K. (2012). Pengaruh Reward and Punishment terhadap Kinerja Karyawan PT. Perkebunan Nusantara V Afdeling III Kebun Sei Galuh. Skripsi tidak dipublikasikan, Jakarta: Program Pascasarjana Universitas Indonesia. Diterima dari http://repository.uin-suska.ac.id/7997/1/2012_201244KOM.pdf. Octaviana, M., & Silalahi, D. K. (2016). Kepemimpinan Transformasional Kepala Sekolah. Polyglot, 12(1), 1-9. doi: http://dx.doi.org/10.19166/pji.v12i1.376. Pidarta, M. (2009) Supervisi Pendidikan Kontekstual. Jakarta: Rineka Cipta. Pongoh, S. (2013). Etos Kerja Guru: Faktor yang Mempengaruhi dan Dipengaruhi. Surabaya: CV. R. A. De Rozarie. Prasasti, S. (2017). Etos Kerja dan Profesional Guru. Jurnal Ilmiah PENJAS (Penelitian, Pendidikan dan Pengajaran, 3(2), 74-89. Diterima dari http://ejournal.utp.ac.id/index.php/JIP/ article/view/589. Purwanto, N. (2004). Administrasi dan Supervisi Pendidikan. Bandung: Remadja Rosdakarya. Rifai, M. (1982). Pengantar Administrasi dan Supervisi Pendidikan. Bandung: Baru. Rivai, V. (2006). Kepemimpinan dan Perilaku Organisasi. Jakarta: Radja Grafindo Persada. Robbins, S. P. (1999). Organizational Behavior. New Delhi: Prentice-Hall. Rose, A. (2005). Ethics and Human Resources Management.Accessed 19 December 2019, retrieved from https://dphu.org/uploads/attachements/books/books_4824_0.pdf. Sagita, D. D. (2018, 24 Maret). Implementasi Layanan ICS-GD dalam Meningkatan Pemahaman dan Sikap Siswa tentang Nilai-Nilai Kehidupan Islam di SMA Muhammadiyah DKI Jakarta. Makalah disajikan pada Seminar Nasional PendidikanEra Revolusi “Membangun Sinergitas dalam Penguatan Pendidikan Karakter pada Era IR 4.0”, Universitas Muhammadiyah Jakarta, Indonesia. Diterima dari https://jurnal.umj.ac.id/index.php/ SNP/article/view/2752/2209. Saifulloh. (2010). Etos Kerja dalam Perspektif Islam. Jurnal Sosial Humaniora, 3(1), 54-69. doi: http://dx.doi.org/10.12962/j24433527.v3i1.654. Sarjana, S. (2014). Pengaruh Kepemimpinan dan Kerjasama Tim terhadap Etika Kerja Guru SMK. Jurnal Pendidikan dan Kebudayaan, 20(2), 234-250. doi: https://doi.org/10.24832/jpnk.v20i2.14. Schermerhorn, J. R. (2010). Introduction to Management. Asia: John Wiley & Sons. Sergiovanni, T. J., & Starratt, R. J. (1983). Supervision: Human Perspective. New York: McGraw-Hill Book, Co. Sinamo, J. (2002). Etos Kerja Profesional di Era Digital Global. Jakarta: Institut Darma Mahardika. Sunardi, S., Nugroho, P. J., & Setiawan, S. (2019). Kepemimpinan Instruksional Kepala Sekolah. Equity in Education Journal, 1(1), 20-28. Retrieved from https://e-journal.upr.ac.id/index.php/eej/article/view/1548. Sunarto. (2019). Pentingnya Etos Kerja bagi Pengembangan Profesional Guru. Diakses tanggal 15 Desember 2019, dari http://formenews.id/2019/02/10/pentingnya-etos-kerja-bagi-pengembangan-profesional-guru/. Syamsul, H. (2017). Penerapan Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru pada Jenjang Sekolah Menengah Pertama (SMP). Jurnal Idaarah, 1(2), 275-289. doi: https://doi.org/10.24252/idaarah.v1i2.4271. Tjiptono, F., & Diana, A. 2002. Total Quality Management. Yogyakarta: Andi Offset. Wibowo. (2009). Manajemen Kinerja. Jakarta. Rajawali Press. Yamin, M. (2010). Standarisasi kinerja guru. Jakarta: Gaung Persada.

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Objective: The purpose of the study was to further elucidate proximal and distal demographic and social predictors of Internet Health Information Seeking Behavior (IHISB) among a cohort of HIV+ individuals through an ecological framework. Methods: The Community Health Advisory & Information Network (CHAIN) project is an ongoing prospective study of a representative sample of persons living with HIV/AIDS in New York City and the Tri-County region. The study sample was drawn from a two-stage randomized technique with the clients of 43 medical and social service organizations with 693 HIV+ participants. Bivariate correlations were computed between IHISB and independent demographic variables in ecological blocks. Multivariate hierarchical logistic regression was used to test association between blocks of variables and IHISB. Results: Among the surveyed respondents (n=645) 50.3% indicated that they used the Internet. Being above the poverty line, having less than a high school education, and having fewer neighbors were statistically significant predictors of IHISB related to HIV. Conclusions: The benefits of accessing the Internet may influence health behavior and may be considered a target for interventions that aim to increase access to health related information online. Coupled with increased access, is the need for increased patient education interventions, and creative managed care approaches to ensure that information gleaned from online sources is interpretable and accurate in order to benefit the lives of those living with HIV/AIDS.

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The Philippines abruptly shifted from traditional to emergency remote education in response to the threats brought about by the COVID-19 pandemic. Emergency remote education is an umbrella term to refer to online learning. Literature on traditional learning suggests that selfregulation correlates positively with well-being, which suggests that students who are autonomous in their learning activities tend to be satisfied with their lives. Research also suggests that academic performance mediates this relationship, which suggests that students tend to become satisfied with their lives when they achieve successful learning outcomes. This research explores the relationship between online self-regulation, academic performance, and well-being of 379 senior high school students from selected public and private schools who hold classes using the online learning modality in the National Capital Region (NCR) using a quantitative approach specifically the explanatory cross-sectional design. The participants completed the online survey on self-regulated learning and well-being (i.e., Online Self-Regulated Learning Questionnaire and Satisfaction With Life Scale), while their academic performance was based on their self-reported third quarter grade point average. Results showed that online self-regulated learning predicted well-being, however, academic performance did not mediate the positive relationship between online self-regulated learning and well-being. Our findings suggest that, in the context of online learning, senior high school students who regulate their learning may experience satisfaction with their lives even if they do not achieve academic success.ReferencesAppana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty. International Journal of E-Learning, 7(1), 5–22.Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students' subjective well-being, meaning in life, and academic performance. Higher Education Research and Development, 35(2), 201–216. https://doi.org/10.1080/07294360.2015.1087474Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Decision Process, 50, 248–287.Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005Barnard, L., Paton, V., & Lan, W. (2008). Mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1–11.Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572Demming, C. L., Jahn, S., & Boztug, Y. (2017). Conducting mediation analysis in marketing research. Marketing ZFP, 39(3), 76–98. https://doi.org/10.15358/0344-1369-2017-3-76Diener, E., Emmons, R., Larsen, R., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75.Firoozabadi, A., Uitdewilligen, S., & Zijlstra, F. R. H. (2018). Solving problems or seeing troubles? A day-level study on the consequences of thinking about work on recovery and well-being, and the moderating role of selfregulation. European Journal of Work and Organizational Psychology, 27(5), 629–641. https://doi.org/10.1080/1359432X.2018.1505720Hayes, A. F. (2018). Mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). New York: The Guilford Press.Hofer, J., Busch, H., & Kartner, J. (2011). Self-regulation and well-being: The influence of identity and motives. European Journal of Personality, 25(3), 211–224.Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3–13. https://doi.org/10.3102/0013189X030002003`Johnson, B., & Christensen, L. B. (2020). Educational research: quantitative, qualitative, and mixed approaches (6 ed.). SAGE Publications, Inc.Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of selfregulation phases and strategies for Chinese students? A meta-analysis of two decades of research on the association between self-regulation and academic performance. Frontiers in Psychology, 9(DEC), 1–13. https://doi.org/10.3389/fpsyg.2018.02434Morosanova, V. I., Fomina, T. G., & Bondarenko, I. N. (2021). The dynamics of the interrelationships between conscious self-regulation, psychological well-being and school-related subjective well-being in adolescents : A three-year cross-lagged panel study. Psychology in Russia: State of the Art, 14(3), 34–49.Nima, A. Al, Cloninger, K. M., Persson, B. N., Sikström, S., & Garcia, D. (2020). Validation of subjective well-being measures using Item Response Theory. Frontiers in Psychology, 10(January), 1–33. https://doi.org/10.3389/fpsyg.2019.03036Park, C. L., Edmondson, D., & Lee, J. (2012). Development of self-regulation abilities as predictors of psychological adjustment across the first year of college. Journal of Adult Development, 19(1), 40–49. https://doi.org/10.1007/s10804-011-9133-zPelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Fur Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-xPopescu, E. F., Tătucu, M., & Dobromirescu, V. (2021). Students ’ well-being in online education in Covid-19 context. International Journal of Educational and Research, 9(2), 1–10.Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147–158. Retrieved from keywords: difficulties, remote learning, university students, COVID-19 crisis, PhilippinesSanchez, E., & Buddin, R. (2016). How accurate are self-reported high school courses, course grades, and grade point average? (ACT research report series 2016 [3]). 2016(3). http://www.act.org/content/dam/act/unsecured/documents/5269-research-report-how-accurate-are-selfreported-hs-courses.pdfSheldon, K. M., & Kasser, T. (1998). Pursuing personal goals: Skills enable progress, but not all progress is beneficial. Personality and Social Psychology Bulletin, 24(12), 1319–1331.Tian, L., Wang, D., & Huebner, E. S. (2015). Development and validation of the brief adolescents’ subjective well-being in school scale (BASWBSS). Social Indicators Research, 120(2), 615–634. https://doi.org/10.1007/s11205-014-0603-0Wang, H., Yang, J., & Li, P. (2021). How and when goal-oriented self-regulation improves college students’ well-being: A weekly diary study. Current Psychology. https://doi.org/10.1007/s12144-020-01288-wWidodo, A., Nursaptini, N., Novitasari, S., Sutisna, D., & Umar, U. (2020). From face-to-face learning to web base learning: How are student readiness? Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 10(2), 149. https://doi.org/10.25273/pe.v10i2.6801

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Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

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Abstract In FY 2018-2019, the National Institutes of Health devoted $2,387,505,711 to projects studying depression. Before and following their arrival into the United States stressful life circ*mstances may render African immigrants particularly at risk for depression. The objective of this study is to provide an estimate and identify correlates of depressive symptoms in older (≥50 years) African immigrants. We performed secondary data analyses of the Older African Immigrant Health study (n = 148). Bivariate analyses evaluated associations between depressive symptoms and sociodemographic and immigration-related factors. Depressive symptoms were measured with the PHQ-8 scale and scores of ≥ 5 were considered indicative of depressive symptoms. The mean age of participants was 62 years (SD:8.2), 61% were female, 30% had less than high school education, and 58% reported having health insurance coverage. Thirty percent of the sample had depressive symptoms (PHQ-8 score of ≥ 5) but only one individual would be classified as having moderately severe or severe depression (PHQ-8 ≥15). Depressive symptoms did not differ by age, marital status, education, or income. There was a statistically significant difference in depressive symptoms by reason for migration, recruitment location, and employment status. Although only one participant would be classified as severely depressive, a large proportion of this sample had depressive symptoms. Mental health concerns were reported as a significant health problem for African immigrants visiting a community service organization in New York. More research is needed to examine the prevalence, immigration-related correlates, predictors, and health ramifications of depression in older African immigrants.

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This research aims to answer the problem of the impact of the existence of the Walang Jati Kencono batik motif on the social and economic changes of the community and batik craftsmen of Gunungkidul Regency. The existence of regulation from the Regional Government of Gunung Kidul Regency regarding the use of batik uniforms for elementary, junior high, and high school / vocational schools has strengthened the existence of batik products and the sustainability of batik production by batik craftsmen in Gunungkidul. This research uses the qualitative descriptive method. The data collection method uses observation, interview, and documentation techniques. Data validation by triangulation and data analysis used the stages of data reduction, data presentation, and creating conclusions. The results of this study explain that: (1) The existence of the Walang Jati Kencono batik motif, which has been designated as a school uniform in Gunungkidul Regency, has a very impact on social changes in the batik craftsmen, which increases and as the economy improves. (2) The policy of the Gunungkidul Regency government through the Regent's Regulation that raises the Walang Jati Kencono batik motif as a school uniform in the Gunungkidul area strongly supports economic progress and the existence of batik craftsmen in Gunungkidul. (3) The skills of batik makers in Gunungkidul as batik producers can meet the needs of the local market both from the official, school, and tourism sectors.Keywords: batik, walang jati kencono, gunungkidul. AbstrakPenelitian ini memiliki tujuan menjawab permasalahan dampak eksistensi motif batik Walang Jati Kencono terhadap perubahan sosial dan ekonomi masyarakat dan pengrajin batik Kabupaten Gunungkidul. Adanya peraturan Pemerintah Daerah Kabupaten Gunung Kidul tentang penggunaan seragam batik bagi sekolah SD, SMP, SMA/SMK telah memperkuat eksistensi produk batik hasil dan keberlangsungan produksi batik oleh pengrajin batik di Gunungkidul. Penelitian ini menggunakan metode deskriptif kualitatif. Metode pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Validasi data dengan triangulasi dan analisis data menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menjelaskan bahwa: (1) Eksistensi motif batik Walang Jati Kencono yang telah ditetapkan sebagai seragam sekolah di Kabupaten Gunungkidul sangat memberikan dampak terhadap perubahan sosial jumlah pengrajin batik yang meningkat dan seiring dengan peningkatan ekonomi. (2) Kebijakan pemerintah Kabupaten Gunungkidul melalui Peraturan Bupati yang mengangkat batik motif Walang Jati Kencono sebagai seragam sekolah di wilayah Gunungkidul sangat mendukung kemajuan ekonomi dan eksistensi pengrajin batik di Gunungkidul. (3) Keterampilan para pembatik di Gunungkidul sebagai produsen batik mampu memenuhi kebutuhan pasar lokal baik dari sektor dinas, sekolah, dan pariwisata.Kata Kunci:batik, walang jati kencono, gunungkidul. Author :I Made Sukanadi : Institut Seni Indonesia Yogyakarta References :Amidjaja, N. T. (1966). Batik. Jakarta: Djambatan.BAPPEDA, B. (2018). Informasi Pembangunan Kabupaten Gunungkidul. Informasi BAPPEDA, Gunungkidul Yogyakarta: BAPPEDA.Bolaffi, G., & Raffaele, B. (2003). Dictionary of Race, Ethnicity and Culture. London-Thousand Oaks-New Delhi: Sage Publications.Dharsono, D. (2016). Kreasi Artistik Perjumpaan Tradisi Modern Dalam Paradigma Kekaryaan Seni. Karanganyar: Citra Seni Lembaga Pengkajian dan Konservasi Budaya Nusantara.Erawati, N. V., & Kahono, S. (2010). Keanekaragaman dan kelimpahan belalang dan kerabatnya (Orthoptera) pada dua ekosistem pegunungan di Taman Nasional Gunung Halimun-Salak. Jurnal Entomologi Indonesia, 7(2), 100-100.Erniwati, E. (2017). Pola Aktivitas dan Keanekaragaman Belalang (Insecta: Orthoptera) di Taman Naasional Gunung Ciremai, Kuningan, Jawa Barat. Jurnal Biologi Indonesia, 5(3).Gustami, S. P. (2008). Nukilan Seni Ornamen Indonesia. Yogyakarta: Jurusan Kriya Fakultas Seni Rupa Institut Seni Indonesia, Arindo.Hadiwijiono, H. (2001). Sari Sejarah Filsafat Barat 2. Yogyakarta: Kanisius.Helmiati, H., Misgiya, M., Atmojo, W. T., & Silaban, B. (2020). Eksperimen Pewarnaan Batik Dengan Bahan Alami Buah Naga (Hylocereus Undatus). Gorga : Jurnal Seni Rupa, 9(1), 22. https://doi.org/10.24114/gr.v9i1.16973.Langsing, M. K. (1974). Art, Artist, and Art Education. New York: Mc Graww-Hill Book Company.Mpapa, B. L. (2016). Analisis kesuburan tanah tempat tumbuh pohon jati (Tectona grandis L.) pada ketinggian yang berbeda. Jurnal Agrista, 20(3), 135-139.Natanegara, E. A., & Djaya, D. (2015). Batik Indonesia. In Yayasan Batik Indonesia: Harapan Prima Printing.Nasution, S, and Kaelan, K. (2005). Buku Penuntun Membuat Tesis, Skripsi, Disertasi. Jakarta: Bumi Aksara.Pebriyeni, E. (2019). Perkembangan Fungsi Seni Kerajinan Tenun Songket Silungkang. Gorga : Jurnal Seni Rupa, 8(1), 214. https://doi.org/10.24114/gr.v8i1.13585.Rahayu, S. (2017). Ensiklopedia Keanekaragaman Belalang (Acrididae) Taman Hutan Raya Bunder Gunungkidul Sebagai Sumber Belajar Biologi. Skripsi tidak diterbitkan. Yogyakarta: Program Studi Pendidikan Biologi UIN Sunan Kalijaga.Sembiring, S. B., & Guntur. (2018). Fungsi Topeng Tembut-Tembut Desa Seberaya Kecamatan Tiga Panah Kabupaten Karo. Gorga : Jurnal Seni Rupa, 07(01).Supriono, P. (2016). Ensiklopedia The Heritage of Batik Identitas Pemersatu Kebanggaan Bangsa karya Supriono. Andi Yogyakarta.Turner, V. W. (1982). From Ritual to Theatre (the human seriousness of play). New York: PAJ Publications.Wansaka, A., Hidayah, H. N., & Bakhittah, H. A. (2019). Kampung Batik Manding Siberkreasi sebagai Model Pelestarian Pendidikan Karakter. Jurnal Pendidikan Sejarah Indonesia, 2(2), 122-140.Wardoyo, S., Wulandari, T., Guntur, Dharsono, & Zularnain. (2021). Penciptaan Selendang Batik Sri Kuncoro Khas Budaya Samin Margomulyo Bojonegoro. Gorga : Jurnal Seni Rupa, 10(November).Williams, R. (1989). Resources of Hope : Culture, Democracy, Socialism. R. Gable (ed): Verso.Wulandari, T. (2021). Eksistensi Batik Encim Dalam Arena Produksi Kultural Di Pekalongan. Gorga : Jurnal Seni Rupa, 10(1), 164–171. https://doi.org/10.24114/gr.v10i1.25255.

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This study aims to apply rational emotive behavior counseling as an effort to reduce cheating behavior of high school students. The design of this study was conducted using a quasi experimental method approach with a pretest-posttest non-equivalent control group design research design. Data analysis techniques using Wilcoxon mached-pairs signed test, with the Asymp.Sig (2-Tailed) 0.028 <0.05, which shows a significant difference. The Z test value is -0.730 with the Asymp.Sig (2-Tailed) number 0.466, because of the Asymp.Sig (2-Tailed) value> 0.05, it can be concluded that there is no significant difference between the posttest value and the experimental group value with the control group, Ho is rejected and Ha is accepted which means that rational emotive behavior counseling is effective in reducing student cheating behavior. The study was carried out starting from January to March 2018, which took place at Darul Hikmah High School. Based on the results of the study, the researchers proposed several suggestions, among others (1) BK teachers, counseling rational emotive behavior can be applied by BK teachers to reduce student cheating behavior practically and can be easily applied; (2) for researchers furthermore, this research uses the pretest and posttest control group design research models, for the next researcher can use other research designs such as action research in BK, or other experimental research. References Andrestia, M. (2010). Pengaruh locus of control goal orientation terhadap cheating mahasiwa Fakultas Psikologi UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: UIN Syarif Hidayatullah Jakarta. Anitasari, L. (2012). Hubungan stres dan perilaku merokok pada remaja. Skripsi. Malang: Universitas Negeri Malang. Arabzadeh, S., Ameli, N., Zeinoddini, A., Rezaei, F., Farokhnia, M., Mohammadinejad, P., Ghaleiha, A., & Akhondzadeh, S. (2015). Celecoxib adjunctive therapy for acute bipolar mania: A randomized, double-blind, placebo-controlled trial. Bipolar Disorders, 17(6), 606-614. doi:https://doi.org/10.1111/bdi.12324 Bond, F. W., & Dryden, W. (1996). Why two central REBT hypotheses appear untestable. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 14(1), 29-40. Corey, G. (2015). Theory and practice of counseling and psychotherapy. Canada: Nelson Education. Corey, G. (2012). Case approach to counseling and psychotherapy. Canada: Nelson Education. Dessy, D. A., Suranata, K. S., & Setuti, N. M. (2013). Penerapan konseling rasional emotif dengan teknik kognitif untuk meningkatkan self disclosure siswa kelas X. 6 SMA Negeri 1 Sukasada tahun pelajaran 2012/2013. Jurnal Ilmiah Bimbingan Konseling Undiksha, 1(1), 1-10. https://ejournal.undiksha.ac.id/index.php/JJBK/issue/view/91 Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London: Routledge. Dryden, W. (2003). Reason to change: A rational emotive behaviour therapy (REBT) workbook. London: Routledge. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hartanto, D. (2012). Bimbingan & konseling menyontek: Mengungkap akar masalah dan solusinya. Jakarta: Indeks. Hetherington, E. M., & Feldman, S. E. (1964). College cheating as a function of subject and situationalvariables. Journal of Educational Psychology, 55(4), 212. McCabe, M., & Ricciardelli, L. (2001). Parent, peer and media influences on body image and strategies to both increase and decrease body size among adolescent boys and girls. Adolescence, 36(142), 225-240. https://www.questia.com/library/journal/1G1-79251794/parent-peer-and-mediainfluences-on-body-image-and Nurmayasari, K., & Murusdi, H. (2015). Hubungan antara Berpikir Positif dan Perilaku Menyontek pada Siswa Kelas X SMK Koperasi Yogyakarta. Empathy: Jurnal Fakultas Psikologi, 3(1), 8-15. http://journal.uad.ac.id/index.php/EMPATHY/ article/view/3009/1748 Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York: McGraw-Hill. Setyani, U. (2007). Hubungan antara konsep diri dengan intensi menyontek pada siswa SMA Negeri 2 Semarang. Disertasi. Semarang: Universitas Diponegoro. Sujana, Y. E., & Wulan, R. (1994). Hubungan antara kecenderungan pusat kendali dengan intensi menyontek. Jurnal Psikologi, 21(1994). http://i-lib.ugm.ac.id/jurnal/download.php?dataId=4298 Taylor, K.R. (2003). Bracing for cheating and plagiarism. Diakses melalui https://www.eddigest.com/sub.php Permatasari, D., & Muka, J. R. (2017). Correlation between self–efficacy and cheating behavior onvocational high school students. Prosiding 8th ICLICE 2017. Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s efforftul control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433. doi: https://doi.org/10.1080/10409289.2010.505259

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Computational Thinking (CT) is a set of logical-operational cognitive skills or processes of reasoning, based on Computer Science. Abstraction, pattern recognition, algorithmic reasoning, and decomposition are examples of some of these skills that form the four pillar of CT. Some researchers have considered these skills as useful, and even mandatory to to cognitive development of the schoolchildren. In this paper, we present practical aspects and the possible contributions of CT in the development of competence of reading and interpreting English texts. Didactic interventions were carried out in high school classes of a public school, supported by the Bring Your Own Device (BYOD) approach, in which the students used their own smartphones. During these interventions, the students developed concept maps and podcasts, performed online exercises and the traditional exam, all of that composed the set of evaluation instruments. It was possible to understand that the CT skills are intrinsically present and contributed to the development of the reading and writing skills in English. According to testimonials, we highlight that the BYOD approach provided new conceptions and perspectives on the use of electronic equipment in function of the students’ learning.ResumoO Raciocínio Computacional (RC) é um conjunto de habilidades ou processos cognitivos lógico-operacionais de raciocínio, fundamentadas na Ciência da Computação. Abstração, reconhecimento de padrões, raciocínio algorítmico e decomposição são exemplos de algumas dessas habilidades que formam os quatro pilares do RC. Alguns pesquisadores consideram essas habilidades úteis, e até mesmo fundamentais, para o desenvolvimento cognitivo dos estudantes. Nesse sentido, este relato de experiência tem por objetivo apresentar aspectos práticos e possíveis contribuições do RC no desenvolvimento da competência de leitura e interpretação de textos de diferentes naturezas na disciplina de língua inglesa. Para isso, realizaram-se intervenções didáticas em uma turma do ensino médio de uma escola pública, apoiadas na abordagem Bring Your Own Device ou, simplesmente, BYOD, em que os estudantes usaram seus próprios aparelhos celulares. Durante o desenvolvimento das intervenções, os estudantes construíram mapas conceituais e podcasts, realizarem exercício online e a tradicional prova, os quais compuseram o conjunto de instrumentos avaliativos do bimestre. Por meio dessas intervenções, foi possível identificar como as habilidades do RC estiveram intrinsecamente presentes e contribuíram para o desenvolvimento da competência de leitura e escrita em língua inglesa, elencada pelos Parâmetros Curriculares Nacionais. Conforme relatos, além da articulação didática com o RC, a abordagem BYOD proporcionou à professora e aos estudantes novas concepções e perspectivas sobre o uso de equipamentos eletrônicos em função da aprendizagem deles mesmos.Palavras-chave: Raciocínio computacional, Ensino de inglês, Mobile learning, Educação em computação.Keywords: Computational thinking, English teaching, Mobile learning, Computer science education.ReferencesALBERTA Education. School Technology Branch. Bring your own device: a guide for schools. 2012. Disponível em:http://education.alberta.ca/admin/technology/research.aspx. Acesso em: 01 fev. 2017.ALLAN, Walter; COULTER, Bob; DENNER, Jill; ERICKSON, Jeri; LEE, Irene; MALYN-SMITH, Joyce; MARTIN, Fred. Computational thinking for youth. White Paper for the ITEST Learning Resource Centre na EDC. Small Working Group on Computational Thinking (CT), 2010. Disponível em: http://stelar.edc.org/publications/computational-thinking-youth. 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Disponível em: <https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit=1. Acesso em: set 2017.LEE, Irene; MARTIN, Fred; DENNER, Jill; COULTER, Bob; ALLAN, Walter; ERICKSON, Jeri; MALYN-SMITH, Joyce; WERNER, Linda. Computational thinking for youth in practice. ACM Inroads, v. 2, n. 1, 2011. p. 32-37.LIUKAS, Linda. Hello Ruby: adventures in coding. New York: Feiwel & Friends, 2015.LU, Zhao.; YING, Lu. Application of Podcast in Teaching and Learning Oral English for Non-English Majors. In: International Conference on Computational and Information Sciences, Shiyang, 2013. p. 1935-1938. doi: 10.1109/ICCIS.2013.506MANNILA, Linda; VALENTINA, Dagiene; DEMO, Barbara; GRGURINA, Natasa; MIROLO, Claudio; ROLANDSSON, Lennart; SETTLE, Amber. Computational thinking in K-9 education. In: Proceedings of the working group reports of the 2014 on innovation & technology in computer science education conference. ACM, 2014. p. 1-29.MOREIRA, Antonio Marco. 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In: Anais dos Workshops do Congresso Brasileiro de Informática na Educação, v. 4, 2015. p. 1300-1309.RACHID, Laura. Cenário da educação básica no Brasil é alarmante, aponta Ideb. Revista Educação. São Paulo, 04 set. 2018. Disponível em: http://www.revistaeducacao.com.br/cenario-da-educacao-basica-no-brasil-e-alarmante/. Acesso em: 26 de setembro de 2018.RODRIGUEZ, Carla; ZEM-LOPES, Aparecida Maria; MARQUES, Leonardo; ISOTANI, Seiji. Pensamento Computacional: transformando ideias em jogos digitais usando o Scratch. In: Anais do Workshop de Informática na Escola. p. 62-71. 2015.SILVA, Edson Coutinho. Mapas conceituais: propostas de aprendizagem e avaliação. Administração: Ensino e Pesquisa, [S.l.], v. 16, n. 4, p. 785-815, dez. 2015. ISSN 2358-0917. Disponível em: <https://raep.emnuvens.com.br/raep/article/view/385/196>. Acesso em: 06 nov. 2017. doi: https://doi.org/10.13058/raep.2015.v16n4.385.SILVA, Edson Coutinho. Mapas Conceituais: Modelos de Avaliação. 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This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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Abstrak Kesiapan kerja siswa kejuruan di Indonesia menjadi salah satu isu penting yang terus dibahas. Hal tersebut dikarenakan lulusan pendidikan kejuruan tersebut masih menduduki posisi teratas untuk angka pengangguran dibandingkan tingkat pendidikan yang lain. Rendahnya kesiapan kerja di kalangan siswa dipengaruhi oleh banyak faktor yang perlu diidentifikasi. Penelitian ini bertujuan untuk menguji secara empiris pengaruh dukungan keluarga terhadap kesiapan kerja siswa kejuruan yang dimediasi oleh wawasan dunia kerja. Untuk itu 115 siswa dipilih melalui teknik cluster random sampling dari 4 SMK yang ada di Jawa Timur, Indonesia. Pengumpulan data menggunakan kuesioner untuk mengukur skala dukungan keluarga, wawasan dunia kerja dan kesiapan kerja siswa. Pengujian hipotesis dilakukan dengan analisis jalur pada tingkat signifikansi 0,05. Hasil penelitian menujukkan bahwa dukungan keluarga berpengaruh signifikan terhadap kesiapan kerja siswa, baik secara langsung maupun tidak langsung melalui wawasan dunia kerja. Dengan demikian, keterlibatan keluarga harus maksimal dalam memberikan dukungan yang dibutuhkan oleh siswa. Di sisi lain, sekolah harus mampu menyediakan informasi pekerjaan yang tepat untuk membantu siswa dalam memperluas wawasan mereka tentang dunia kerja.Kata kunci: kesiapan kerja; dukungan keluarga; wawasan dunia kerja; SMK. AbstractJob readiness of vocational students in Indonesia is one of the important issues that continues to be discussed. This is because vocational education graduates still occupy the top position for unemployment rates compared to other levels of education. The low job readiness among students is influenced by many factors that need to be identified. This study aims to empirically examine the effect of family support on vocational students' job readiness mediated by the world of work insight. For this reason, 115 students were selected through a cluster random sampling technique from 4 vocational schools in East Java, Indonesia. Collecting data using a questionnaire to measure the scale of family support, insight into the world of work and student work readiness. Hypothesis testing was carried out by path analysis at a significance level of 0.05. The results of the study show that family support has a significant effect on students' work readiness, both directly and indirectly through insight into the world of work. Thus, family involvement should be maximized in providing the support needed by students. On the other hand, schools must be able to provide appropriate job information to assist students in broadening their horizons about the world of work.Keywords : working readiness; family support; insight into the world of work; SMK.DAFTAR RUJUKANSuswanto, H., Asfani, K., and Wibawa, A.P. (2017). Contribution of teaching performance, learning satisfaction and achievement motivation to students’ competence achievement. Global J. of Engng. Educ., 19, 1, 66-71.Billett, S. (2011). Vocational Education Purposes, Traditions and Prospects. New York: Springer,.Pavlova, M. (2009). Technology And Vocational Education For Sustainable Development : Empowering Individuals for the Future. Queensland: Springer.Badan Pusat Statistik (BPS), Tingkat Pengangguran Terbuka (TPT) sebesar 5,34 persen (2018), 14 May 2019, https://www.bps.go.id/pressrelease/2018/11/05/1485/agustus-2018--tingkat-pengangguran-terbuka--tpt--sebesar-5-34-persen.htmlSasmito, A.P., Kustono, D. & Patmanthara, S. (2015). Kesiapan Memasuki Dunia Usaha/Dunia Industri (DU/DI) Siswa Paket Keahlian Rekayasa Perangkat Lunak di SMK. Teknologi dan Kejuruan, 38, 1, 25-40.Caballero, C., Walker, A., & Fuller-Tyszkiewicz, M. (2011). The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates. J. of Teaching and Learning for Graduate Employability, 2, 2, 41-54.Caballero, C., & Walker, A. (2010). Work readiness in graduate recruitment and selection: A review of current assessment methods. J. of Teaching and Learning for Graduate Employability, 1, 1, 13- 25.Setyawati, R., (2017). Pengaruh Pengalaman Praktik Kerja Industri, Pelaksanaan Bimbingan Kejuruan dan Dukungan Keluarga terhadap Kesiapan Kerja Siswa SMK Swasta di Kabupaten Bantul. Jurnal Sosial Humaniora dan Pendidikan, 2, 1, 36-45.Grant, K.B. & Ray, J.A., (2010). Home, School, and Community Collaboration. United Stae of America: SAGE Publication, Inc.,King, R.B., & McInerney, D.M., (2019). Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. Contemporary Educational Psychology 58, 338-353.Igberadja, S., (2015). Factors Influencing Performance In Basic Technology Among Secondary School Students of Delta South Senatorial District in Delta State, Nigeria, Journal of Technical Education and Training (JTET), 7, 2, 24-34.Odo, M. I. (2015). Sustaining Occupational Information for Career Choice and Development in Students of Technical Colleges in Enugu State, Nigeria. Journal of Technical Education and Training (JTET), 7, 1, 1-9.Saniter, N., Schnitzlein, D.,D., & Siedler, T. (2019). Occupational Knowledge and Educational Mobility: Evidence from the Introduction of Job Information Centers. Economics of Education Review, 69, 108-124.Feldt, L.S., & Brennan, R.L., (1989). Reliability educational measurement. New York: McMillan Publishing Company.Isarabhakdi, P. & Pewnil, T. (2016). Engagement with family, peers, and Internet use and its effect on mental well-being among high school students in Kanchanaburi Province, Thailand, International Journal of Adolescence and Youth, 21, 1, 15-26.Smitsa, J. & Hosgor, A.G. (2006). Effects of family background characteristics on educational participation in Turkey, International Journal of Educational Development, 26, 545-560.Ismail, M.E., Hashim, S., Hamzah, N., Samad, N.A., Masran, S.M., Mat Daud, K.A., Amin, N.F.M.,, Samsudin, M.A. & Kamarudin, N.Z.S. (2019). Factors that Influence Students’ Learning: An observation on Vocational College students, Journal Of Technical Education And Trainin, 11, 1, 93-99.Ainane, S., Bouabid, A. & Sokkary, W.E. (2019). Factors that influence the high percentage of women enrolled in engineering in the UAE and preparing for careers in the oil and gas industry, Global Journal of Engineering Education., 21, 1, 62-68.

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This study aims to examine the effectiveness of cognitive behavior group guidance in reducing the negative mindset of vocational students. The study was carried out starting from February to July 2018, which took place at the SMK Kepuhdoko Tembelang Jombang. This study used an experimental design with the design of the Pretest and Posttest Design Group. Data were analyzed by Paired Sample Test t-test, obtained the result of tcount was 6,500 and probability number (Sig. (2-tailed) was 0.001 with df = 5. Then the results were compared with the ttable at a significant level of 5% test 2 parties with df = 5, so that the ttable is 2.571 or 6,500> 2,571. The probability value obtained is 0.001> 0.005, so it can be concluded that cognitive behavior group guidance is effective in reducing the negative mindset of vocational high-school students based on the results of the research recommended for teacher`s guidance and counseling. Applying cognitive-behavioral group guidance as one of the alternative help in reducing the negative mindset of high-school students. Furthermore, researchers can use the results of this study to be used as a reference related to cognitive behavior group guidance, and further researchers can use research designs other than one group pretest and posttest design, for example time series design and n single-subject design. References Arikunto, S. (2010). Penelitian suatu pendekatan praktik edisi revisi. Jakarta: PT. Rineka Cipta. Depdiknas. (2012). Dokumen kurikulum 2013. Jakarta: Kemendikbud. Dewi, S., Tobing, D. H., & Hizkia, D. (2014). Kebermaknaan hidup pada anak pidana di Bali. Jurnal Psikologi Udayana, 1(2), 322-334. Elfiky, I. (2013). Terapi berpikir positif. Jakarta: Penerbit Zaman. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (1966). Adolescent development (3rd ed.). New York, NY, US: McGraw-Hill. Mardhika, R. (2016). Hubungan pola pikir negatif dan kecemasan terhadap cara berbicara di depan umum mahasiswa program studi pendidikan kepelatihan olahraga. Jurnal Buana Pendidikan, 12(22), 88-98. http://jurnal.unipasby.ac.id/index.php/jurnal_buana_pendidikan/article/view/620 Matson, J. L., & Ollendick, T. H. (1988). Enhancing children's social skills. Oxpord: Pergamon Press. Muqodas, I. (2011). Cognitive-behaviour theraphy: Solusi pendekatan praktek konseling di Indonesia. Diakses dari http://idatmuqodas.blogspot.com/2012/02/cognitive-behaviortherapy-solusi.html Rini, J. F. (2002). Memupuk rasa percaya diri. Jakarta: Team e-Psikologi. Rusydi, A. (2012). Husn Al-Zhann: Konsep berpikir positif dalam perspektif psikologi islam dan manfaatnya bagi kesehatan mental. Jurnal Proyeksi, 7(1), 1-31. doi: http://dx.doi.org/10.30659/p.7.1.1-31 Santrock, J. W. (2003). Perkembangan remaja. Jakarta: Erlangga. Sary, Y. N. E. (2017). Perkembangan kognitif dan emosi psikologi masa remaja awal. J-PENGMAS (Jurnal Pengabdian kepada Masyarakat), 1(1), 6-12. http://ojshafshawaty.ac.id/index.php/jpengmas/article/view/1 Siregar, E. Y. (2013). Penerapan cognitive behavior therapy (cbt) terhadap pengurangan durasi bermain games pada individu yang mengalami games addiction. Jurnal Psikologi, 9(1), 17-24. doi: http://dx.doi.org/10.24014/jp.v9i1.136 Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta. Wati, S. (2017). Efektivitas pendekatan konseling kognitif perilaku dalam mengatasi dampak negatif alat komunikasi (smartphone) pada peserta didik kelas XI SMK PGRI 4 Bandar Lampung tahun 2015-2016. Tesis. Lampung: IAIN Raden Intan Lampung.

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Abstrak: Secara umum penelitian ini bertujuan untuk mendeskripsikan tentang kepemimpinan kepala sekolah perempuan di SMP Kristen Palangka Raya. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Prosedur pengumpulan data menggunakan observasi, wawancara mendalam dan studi dokumentasi. Analisis data menggunakan pola interaktif data. Pengecekan keabsahan data dilakukan dengan metode triangulasi dan member check. Hasil penelitian menunjukkan bahwa efektivitas kepemimpinan dalam mewujudkan sekolah efektif bukan ditentukan oleh karakteristik gender. Kunci keberhasilan kepala sekolah perempuan dalam mewujudkan sekolah efektif ditentukan oleh kemampuannya dalam merancang dan merealisasikan visi dan misi serta tujuan sekolah serta kemampuanya dalam mengelola sekolah dengan efektif melalui pendayagunaan seluruh potensi yang dimiliki sekolah serta jalinan kerjasama yang sinergis dengan stakeholders sekolah. Abstract: In general, this study aims to describe the leadership of the female school principal at Palangka Raya Christian Middle School. This research is a qualitative research with a case study design. Data collection procedures using observation, in-depth interviews and study of documentation. Data analysis using interactive data patterns. Data validity was checked by triangulation and member check methods. The results showed that the effectiveness of leadership in realizing effective schools was not determined by gender characteristics. The key to the success of female school principals in realizing an effective school is determined by their ability to design and realize the vision and mission and goals of the school as well as their ability to manage schools effectively through the utilization of all the potential of the school as well as synergistic collaboration with school stakeholders. References: Fadhli, M. (2016). Kepemimpinan Kepala Sekolah yang Efektif dalam Menciptakan Sekolah Efektif. Jurnal Tarbiyah, 23(1), 23-44. Fauzuddin. (2011). Kepemimpinan Transformasional Kepala Sekolah. Disertasi tidak dipublikasikan. Universitas Negeri Malang: Program Pascasarjana Universitas Negeri Malang. Diterima dari http://repository.um.ac.id/63845/. Growe, R., & Montgomery, P. (2000). Women and the Leadership Paradigm: Bridging the Gender Gap. Retrieved from https://www.researchgate.net/publication/242783132_ Women_and_the_leadership_paradigm_bridging_the_gender_gap. Handayani, T. (2005). Konsep dan Teknik Penelitian Gender. Malang: Universitas Negeri Malang. Kartono, K. (2002). Pemimpin dan Kepemimpinan: Apakah Pemimpin Abnormal Itu?. Jakarta: CV. Rajawali. Komariah, A., & Triatna, C. (2010). Visionary Leadershp Menuju Sekolah Efektif. Bandung. Bumi Aksara. Kristiyanti, E. I., & Muhyadi. (2015). Jurnal Akuntabilitas Manajemen Pendidikan, 3(1), 37-49. doi: https://doi.org/10.21831/amp.v3i1.6270. Kunandar. (2007). Guru Profesional. Jakarta: PT Raja Grafindo Persada, Lunenburg, F. C., & Ornstein, A. C. (2004). Educational Administration Concepts and Practices. Fourth Edition. Australia: Thomson Wadsworth. Macbeath, J., & Mortimore, P. (2005). Improving School Effectiveness: Memperbaiki Efektivitas Sekolah. Jakarta: PT. Grasindo. Mardiah, A. (2019). Implementasi Supervisi Akademik Kepala Sekolah untuk Meningkatkan Kinerja Guru di Sekolah Menengah Kejuruan. Jurnal Administrasi dan Supervisi Pendidikan, 1(1), 1-7. doi: 10.31219/osf.io/9zrfm. Marhawati, B. (2017). Kepemimpinan Kepala Sekolah Perempuan pada Sekolah Efektif. Jurnal Manajemen dan Supervisi Pendidikan, 1(2), 122-127. Miles, M. B., & Huberman, A. M. (1994). Analisis Data Kualitatif Buku Sumber tentang Metode-Metode Baru. Jakarta: UI Press. Moerdiyanto, (2007, 22-24 June). Manajemen Sekolah Indonesia yang Efektif Melalui Penerapan Total Quality Management. Paper presented at IMEC 2007, Bayview Beach Resort, Penang, Malaysia. Retrieved from http://staff.uny.ac.id/sites/default/files/ penelitian/Drs.%20Moerdiyanto,%20M.Pd./ARTIKEL%20MANAJEMEN%20SEKOLAH%20EFEKTIF.pdf. Muhlifah, A., & Haqiqi, A. K. (2019). Peran Kepala Sekolah dalam Meningkatkan Manajemen Mutu Pendidikan di Madrasah Ibtidaiyah. Quality, 7(2), 48-63. Mutjahid. (2011). Pengembangan Profesi Guru. Malang: UIN-Maliki Press. Nurdin. (2011). Manajemen Sekolah efektif dan Unggul. Jurnal Administrasi Pendidikan, 13(1), doi: https://doi.org/10.17509/jap.v13i1.6387. Sagala, S. (2008). Administrasi Pendidikan Komtemporer. Bandung: Alfabeta.? Sagala, S. (2010). Manajemen Strategik dalam Peningkatan Mutu Pendidikan. Bandung: Alfabeta. Saroni, M. (2006). Manajemen Sekolah: Kiat Menjadi Pendidik yang Kompeten. Jogjakarta: Ar- Ruzz. Scheerens, J. (1992). Effective Schooling Research: Theory and Practice. London: Cassell. Shannon, G. S., & Bylsma, P. (2007). Nine Characteristics of High-Performing Schools: A Research-Based Resource for Schools and Districts to Assist with Improving Student (2nd Ed.). Olympia, WA: OSPI. Teddlie, C., & Stringfield, S. C. (1993). Schools Make a Difference: Lessons Learned from a 10 Years Study of School Effect. New York: Teachers’ College Pres. The Conversation. (2020). Kepala Sekolah Perempuan di Indonesia: Saat Ini Masih Sedikit dan Kita Butuh Lebih Banyak. Diterima dari https://theconversation.com/kepala-sekolah-perempuan-di-indonesia-saat-ini-masih-sedikit-dan-kita-butuh-lebih-banyak -137622. Umar, N. (2001). Argumen Kesetaraan Jender Perspektif Al-Qur’an. Jakarta: Paramadina. Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Uyung, S. (2004). Manajemen Perubahan. Yogyakarta: Pustaka Pelajar. Wahjosumidjo. (2002). Kepemimpinan Kepala Sekolah: Tinjauan Teoritik dan Permasalahannya. Jakarta: PT Raja Grafindo Persada. Wardani, A., Munandar, M. A., & Makmuri. (2013). Peran Kepemimpinan Kepala Sekolah Perempuan Terhadap Motivasi Kerja Guru (Studi di SMAN 12 Semarang). Unnes Civic Education Journal, 2(2), 8-15. Diterima dari https://journal.unnes.ac.id/sju/index.php/ucej/article/view/2166.

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Abstract Background The epitome of cancer treatment personalization is N=1 segmentation where a custom therapy is designed for every patient. Because most cancer aberrations are not actionable mutations and tumors can have more than one actionable mutation, this one biomarker/one drug approach to cancer personalization has inherent limitations due to its over simplification. Personalization 2.0 methodology creates a patient simulation avatar incorporating a patient’s genomic profile information holistically. Methods Bone marrow samples from two myeloma patients (P1 and P2) refractory to most recent treatment was collected, and P1’s sample was sorted into CD138+ and CD138- cells. The patient cells were analyzed for chromosomal alterations using Comparative Genomic Hybridization (aCGH) arrays by GenPath Diagnostics and cytogenetic chromosome analysis by Washington University School of Medicine and New York University (NYU), respectively. Using this information, a predictive simulation avatar model of each patient was created by Cellworks based on genomic profile of patients. A digital functional library of over 80 FDA-approved drugs and agents currently in clinical trials were simulated individually and in combination using the two patient avatars to create a personalized treatment for each patient. The findings were prospectively validated using patient cells ex vivo as assessed by MTT assay at New York University. Results P1 aberrations included trisomy of CCND1 and deletion of TP53 along with single copy losses in different arms of chromosomes 1, 6, 8, 12, 13, 14, 16, 17 and 22 and gains in different arms and regions of chromosomes X, 1, 4, 7, 9, 17, 3, 5, 11, 15 and 19, indicating the presence of hyperdiploid clones. Using this information, 897 gene perturbations were included to model this patient simulation avatar. Simulation predicted high beta-catenin (CTNNB1) activity with increased hedgehog and NOTCH pathways that were inherent causes of Bortezomib resistance. Significant activation of STAT3 and STAT5 due to amplification of IL6 pathway, JAK2 and JAK3 was noted. Amplifications of MET, IGFR and FGFR converged at ERK and AKT signaling loops. Along with deletion of TP53, this profile had amplification of many anti-apoptotic genes including survivin, MCL1 and XIAP. Modeling predicted sensitivity to the JAK inhibitor Tofacitinib, a drug approved for rheumatoid arthritis. This was prospectively validated ex vivo, and the experimental data correlated with the prediction showing a reduction in viability. P2 aberrations include losses in chromosomes X and 9 and a chromosome 11:14 translocation that is a common occurrence in MM. This translocation results in an amplification of CCND1 expression. The genomic aberrations reported include knockdown of tumor suppressors RXRA, TGFBR1, TJP2 and TSC1. TSC1 regulates the mTOR pathway, and its deletion causes an aberrant activation of mTOR and its downstream targets. Reduced expression of RXRA and TJP2 both in different manners leads to increase in AP1 activation. NFkB is also activated due to RXRA reduction. TGFBR1 reduction decreases the expression of cell cycle inhibitors via SMAD2/3 down-regulation. In this patient avatar, modeling predicted sensitivity to a combination of Sirolimus and Trametinib. Ex vivo validation confirmed this prediction of additive synergy of these two drug agents in the context of this patient. Conclusions This study demonstrates and validates the personalization of treatment through two patient cases based on creating predictive simulation avatar models using genomic profile information. This modeling holistically incorporates all genomic aberration information and is not limited to associating drugs to actionable mutations. Disclosures Doudican: Cellworks: Research Funding. Vali:Cellworks: Employment. Basu:Cellworks: Employment. Kumar:cellworks: Employment. Singh:Cellworks: Employment. Sultana:Cellworks: Employment. Abbasi:Cellworks: Employment, Equity Ownership.

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Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). 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Layanan Pendidikan untuk Anak Berkebutuhan Khusus dan Pendidikan Inklusif. Retrieved from http://staffnew.uny.ac.id/upload/132318126/pengabdian/ppmlayanan-pendidikan-untuk- anak-berkebutuhan-khusus. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 Nasution, S. (2011). Berbagai Pendekatan Dalam Proses Belajar Dan Mengajar. Jakarta: Bumi Aksara. Nussipzhanova, B., Berdibayeva, S., Garber, A., Tuyakova, U., Mursaliyeva, A., & Baizhumanova, B. (2017). Cognitive development of pre-school children with language and speech disorders. The European Journal of Social and Behavioural Sciences, 21(1), 2570– 2583. https://doi.org/10.15405/ejsbs.227 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). 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Pengaruh Kelekatan dan Self Esteem terhadap Kecerdasan Spiritual. Pps UNJ.Taylor, C. (2010). A Practical Guide to Caring for Children and Teenagers with Attachment Difficulties. London and Philadelphia: Jessica Kingsley Publishers. Uno, H. B. (2016). Orientasi Baru Dalam Psikologi Pembelajaran. Jakarta: Bumi Aksara. Waring, R., Liow, S. R., Eadie, P., & Dodd, B. (2019). Speech development in preschool children : evaluating the contribution of phonological short-term and phonological working memory. 1–21. https://doi.org/10.1017/S0305000919000035

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Yasrul Sami is one of the West Sumatran artists who is consistent with his work with the abstract expressionism genre. His work is quite unique by featuring unusual elements, such as symbolic letters and numbers. The problem in this research is how the journey of Yasrul Sami's works and the characteristics of his paintings. This research is a qualitative research in the form of descriptive analysis, using the sociological approach of Vera L. Zolberg and art criticism by Edmund Burke Feldman. Data were obtained by using observation, interview, and documentation techniques by Milles and Huberman. The data analysis technique uses data triangulation by Mathinson, namely triangulation of sources, techniques and time. Based on the results of the research, Yasrul Sami's creative journey began when he was little, there were several people involved and became Yasrul's motivation to become an artist as well as a lecturer. Yasrul's work when he was young was in the form of geometric lines, during his junior high school years he painted realistic landscapes. During his high school years, he stopped painting and continued at the SMSR school and continued his education in abstract expressionism until now. Characteristic of Yasrul Sami's work based on an art criticism approach, it was found that the use of symbols of numbers, letters, repeated triangular geometric elements, water droplets and colors that were classified as gloomy matched Yasrul Sami's character. The conclusion of this study is based on sociological theory and art criticism in Yasrul's work is influenced by social and community institutions that shape Yasrul Sami's character. Keywords: Yasrul Sami, abstract, sociology, critic.AbstrakYasrul Sami merupakan salah seorang seniman Sumatera Barat yang konsisten dengan karyanya beraliran abstrak ekspresionisme. Karyanya cukup unik dengan menampilkan elemen yang tidak biasa, seperti huruf dan angka yang simbolik. Permasalahan dalam penelitian ini yaitu bagaimana perjalanan karya Yasrul Sami dan ciri khas dari karya lukisnya. Penelitian ini merupakan penelitian kualitatif berupa analisis deskriptif, dengan pendekatan sosiologi Vera L. Zolberg dan kritik seni oleh Edmund Burke Feldman. Data diperoleh dengan menggunakan teknik observasi, wawancara, dan dokumentasi oleh Milles dan Huberman. Teknik analisis data menggunakan triangulasi data oleh Mathinson yaitu triangulasi sumber, teknik dan waktu. Berdasarkan hasil penelitian, perjalanan kekaryaan Yasrul Sami dimulai ketika ia kecil, ada beberapa orang yang terlibat dan menjadi motivasi Yasrul untuk menjadi seorang seniman sekaligus dosen. Karya Yasrul ketika kecil berupa goresan garis geometris, masa SMP melukis pemandangan realis, masa SMA berhenti melukis dan dilanjutkan kembali pada sekolah SMSR dan melanjutkan pendidikan kuliah dengan karya abstrak ekspresionisme sampai sekarang. Ciri khas karya Yasrul Sami berdasarkan pendekatan kritik seni didapatkan bahwa penggunaan simbol angka, huruf, elemen geometris segitiga berulang, tetesan air dan warna yang tergolong suram sesuai dengan karakter Yasrul Sami. Kesimpulan dari penelitian ini berdasarkan dari teori sosiologi dan kritik seni dalam berkarya Yasrul dipengaruhi oleh instusi sosial dan masyarakat yang membentuk karakter Yasrul Sami.Kata Kunci: Yasrul Sami, abstrak, sosiologi, kritik. Authors:Prety Chia : Universitas Negeri PadangNessya Fitryona : Universitas Negeri Padang References:Donny, P. (2022). “Menganalisis Unsur-Unsur Karya”. Hasil Wawancara Pribadi: 3 Oktober 2022, Kota Padang.Dita, D. (2022). “Menganalisis Unsur-Unsur Karya”. Hasil Wawancara Pribadi: 3 Oktober 2022, Kota Padang.Fauzie, M. (2017). Prosedur Kritik Seni Rupa. Makalah tidak diterbitkan. Pendidikan Seni Rupa UNP Padang.Fitryona, N., & Erfahmi, S. (2013). Eksistensi Nurdin BS dalam Berkarya Seni Lukis. Serupa The Journal of Art Education, 1(3).Jasrizal, R. (2022). “Kajian Seni Rupa”. Hasil Wawancara Pribadi: 02 Agustus 2022, SMK Negeri 4 Padang.Katalog, K. (2004). Mempertimbangkan Tradisi Kampung dan Rantau. Jakarta: Panitian Pameran.Katalog, K. (2018). Japuik Tabao Jilid 3. Jakata: Bentara Budaya Jakarta.Muklisin, M., & Triyanto, R. (2020). Analisis Formal Lukisan Andi Ian Surya. Gorga: Jurnal Seni Rupa, 9(2), 292-299.Salam, S. (2020). Pengetahuan Dasar Seni Rupa. Makassar: Badan Penerbit UNM.Soedarso, S. P. (2002). Pengantar Apresisasi Seni. Yogyakarta: STSRI.Sami, Y. (2022). “Warna Terang dalam Karyanya”. Hasil Wawancara Pribadi: 02 Februari 2022, Kota Padang.Hazry, Z. (2022). “Bersama Teman Sesenimannya”. Hasil Wawancara Pribadi: 02 Agustus 2022, SMK Negeri 4 Padang.Zolberg, V. L. (1990). Constructing a Sociology of The Arts. New York : Cambridge University Press.

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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department. Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK) References Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability. Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192. Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2). Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2). Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability. Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya. Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability. Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3). Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher evaluation—accountability and improving teaching practices. Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9 Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education. Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network. Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education. Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4). Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2).

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Abstract Abstract SCI-49 The concept of stem cell niche, proposed by Schofield 30 years ago, refers to the ability of the microenvironment to regulate stem cell fate. The niche provides critical signals allowing hematopoietic stem cells (HSC) to survive, and if so, whether to remain in or to leave the niche (mobilization), or whether to remain quiescent or divide. Some of these signals originate locally from the niche cell(s) but others are coming from afar. For example, we have found that signals from the sympathetic nervous system (SNS) promote the release of HSCs from the bone marrow (BM) niche. Under steady-state conditions, HSC egress in blood is orchestrated in a circadian manner where the fluctuations of circulating HSCs/progenitors are matched with antiphase oscillations in the expression of Cxcl12 mRNA in the BM microenvironment. These oscillations are entrained in the brain by the molecular clock through the local delivery of norepinephrine by SNS nerve terminals in the BM, and transmitted specifically by the β3 adrenergic receptor (Adrβ3) expressed on CXCL12-producing stromal cells, thereby leading to the cyclical degradation of the Sp1 transcription factor. In humans, the circadian release of HSC is inverted compared to rodents and may influence the stem cell yield even when mobilization is enforced by granulocyte colony-stimulating factor (G-CSF), suggesting the potential benefit to harvest HSCs in the clinic at the optimal circadian time. Given the coupling of nervous signals with the stem cell niche, we would expect that the stromal cell forming the niche would be intimately associated with nerve fibers. We have recently found using transgenic mice expressing the green fluorescent protein (GFP) under the Nestin promoter elements (Nes-Gfp), that GFP+ cells (referred to as Nestin+) form a HSC niche in the marrow. Nestin+ cells comprise a relatively small subset (0.08 ± 0.01%) of total BM nucleated cells that is anatomically and functionally associated with the vast majority of CD150+ CD48- Lin- HSCs near blood vessels and SNS fibers of the BM. Nestin+ niche cells express high levels of core genes regulating HSC retention (Cxcl12, Kit ligand, Vcam-1, Angiopoietin-1), and these genes are downregulated by mobilization induced by G-CSF or administration of Adrβ3 agonists. We have identified putative Nestin+ niche cells as bona fide mesenchymal stem cells (MSCs) since they can be propagated as single clonal spheres capable of self-renewal, dramatic in vivo expansion, and multipotency to form osteoblasts, adipocytes, and chondocytes. These data argue for a unique bone marrow niche formed by the pairing of the two rare stem cells, mesenchymal and hematopoietic, that exist in the marrow. Co-authors: Simón Méndez-Ferrer, Ph.D., Daniel Lucas, Ph.D., Michela Batista, Ph.D., Sergio A. Lira, M.D., Mount Sinai School of Medicine, New York, NY; Tatyana V. Michurina, Ph.D., Grigori N. Enikolopov Ph.D., Cold Spring Harbor Laboratory, Cold Spring Harbor, NY Disclosures Frenette: Glycomimetic: Research Funding.

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The study aims to improve the learning outcomes in the field of knowledge and inquiry skill in class VIII 5 SMP Negeri 14 Kendari on the subject matter of light in atmosphere as the effect of applying the guided inquiry learning model assisted by science KIT. The method of the study used a classroom action research with research design is cycle model. The research subject is the students of class VIII 5 SMP Negeri 14 Kendari in the academic year 2016/2017 which consist of 26 students. The learning data achievements of the learners' realm were obtained through the learning result test (cycle test), the skill data of the learners were obtained through the inquiry sheet, and then was analyzed used the descriptive statistics. Results of data analysis are: 1) learning outcomes increased from 60,31 in cycle I to 75 in cycle II; 2) the students group inquiry skill increased form average value 2.68 (enough category) in the cycle I to 3.15 (good category) in cycle II; 3) the students mastery learning percentage increase from 42.31% (11 students) in cycle I to 77% (20 students) in cycle II. It could be concluded that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain on Class VIII 5 SMP Negeri 14 Kendari in the subject matter of light in atmosphere. Keywords: guided inquiry, inquiry skills, learning outcomes,science KIT. References Ahmadi, L. (2015). Pemanfaatan Alat KIT pada Pembelajaran.Gorontalo: Universitas Negeri Gorontalo. Aksa, F.I., Utaya, S., & Bachri, S. (2019). Geografi dalam Perspektif Filsafat Ilmu. Majalah Geografi Indonesia,33(1), 43-37. Amaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning?. Jurnal Sosial Humaniora, 10(2), 59-70. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (A. Priantoro, Trans.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Depdiknas. (2004). Kurikulum Mata PelajaranSains SMP danMTs.Jakarta: Depdiknas. Greenwald, R.R.,&Quitadamo, I.J. (2014). A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course. The Journal of Undergraduate Neuroscience Education, 12(2), 100-106. Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119-130. Hidayati, D.N., Amaluddin, L.O., & Surdin. (2016). The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject. Social Science, Education and Humanities Research,9(1), 367-371. Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2015). Guided Inquiry: Learning In The 21st Century(2nd ed.). California: Libraries Unlimeted. Mulyana, S., Rusdi, & Vivanti, D. (2018). The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcome. Indonesian Journal of Science and Education, 2(1), 105-109. Niana, R., Sarwanto, & Ekawati, E.Y. (2016). The Application of Guided Inquiry Model on Physic Learning to Improve Scientific Attitude and Students Analysis Ability. Proceedings of the 2nd International Conference on Teacher Training and Education Sebelas Maret University,2(1), 605-615. Piaget, J. (1970). Science of Education and the Psychology of The Child. New York: Wiley. Putra, M.I.S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers.JPII, 5(1), 83-93. Riduwan. (2015). Dasar-Dasar Statistika. Bandung: Tarsito. Sanjaya, W. (2014). Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group. Sapriya. (2014). Pendidikan IPS. Bandung: RemajaRosdaKarya. Sarwi, S.,& Prayitno, W.W. (2016). Implementation of Guided Inquiry Physics Instruction to Increase An Understanding Concept and to Develop The Students Character Conservation. JurnalPendidikanFisika Indonesia,12(1), 1-7. Sitorus, H.H., Hasruddin, & Edi, S. (2017). The Influence of Inquiry Learning Model on Student’s Scientific Attitudes in Ecosystem Topic at MTs. Daarul Hikmah Sei Alim (Islamic Junior High School) Asahan. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(11), 170-175. Sohibun. (2014). Penerapan Strategi Belajar Dengar Lihat Kerjakan (Delikan) Berbasis Laboratorium Mini terhadap Ketrampilan Proses Sains (KPS) Siswa SMA Kelas X MIA. Jurnal Imliah Edu Research, 3(1), 53-67. Sudjana, N. (2014). Penelitian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya. Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Tim Direktorat Pembinaan SMP. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama. Jakarta: Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Pertama. Wardani, S., Nurhayati, S., & Safitri, A. (2015). The Effectiveness of the Guided Inquiry Learning Module towards Students’ Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594. Yewang, M.U.K., Degeng, I.N.S., Setyosari, P., & Sulton. (2016). The Effect of Guided Inquiry Learning Method VS Free Inquiry Against Learning Outcomes. International Conference on EducationUM, 561-568. Zaini, M. (2016). Guided Inquiry Based Learning on the Concept of Ecosystem Toward Learning Outcomes and Critical Thinking Skills of High School Student. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 50-55. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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This study aims to test the effectiveness of reality counseling to improve students' self-identity in junior high. This research uses pre experimental with pretest-posttest one group design. The data analysis used is paired test of T-test. To see the change of self-understanding level in the experimental group between pretest and posttest by looking at the price of ttable on the degrees of freedom (dk), ie the amount is N-1, and at a significant level α = 0.05 (95%) then obtained ttable = 1.771, assuming if thitung > ttabel then Ha "received" the meaning of group reality counseling is effective to improve understanding of the identity of junior high-school students. The research was carried out starting from April to July 2018, which took place at SMP Negeri 2 Mojosari. Based on the findings of the study, it is suggested as follows (1) for Guidance and Counseling teachers, group counseling can be applied effectively in schools, especially in improving understanding of students' self-identities; (2) for researchers, furthermore, group reality counseling is effective in improving self-understanding students, should be able to be an inspiration in doing further research by applying group counseling with other techniques, especially in an effort to improve students' self-identity understanding. References Andreouli, E. (2010). Identity, positioning and self-other relations. Papers on Social Representations, 19(1), 14-1. Azwar, A., & Prihartono, J. (2003). Metodologi penelitian kedokteran dan kesehatan masyarakat. Batam: Binarupa Akara. Brooks, M., & Knowles, D. (1982). Parents' views of children's imaginary companions. Child Welfare, 61(1). 25-33. Corey, G. (2009). Theory and practice of counseling and psychotherapy. Belmont, CA: Brooks. Depdiknas. (2010). Buku pedoman sertifikasi pendidik untuk dosen tahun 2010: Buku I naskah akademik. Direktorat Jenderal Pendidikan Tinggi. Gunarsa, S. D. (2005). Psikologi perkembangan anak dan remaja. Jakarta: Gunung Mulia. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (2001). Developmental psychology. New York: Tata McGraw-Hill Education. Heriyadi, A. (2013). Meningkatkan penerimaan diri (self acceptance) siswa kelas VIII melalui konseling realita di SMP Negeri 1 Bantarbolang Kabupaten Pemalang tahun ajaran 2012/2013. Disertasi. Semarang: Universitas Negeri Semarang. Latipun. (2008). Psikologi konseling. Malang: UPT Penerbitan Universitas Muhammadiyah Malang. Masrohan, A. (2014). Penerapan konseling kelompok realita teknik WDEP untuk meningkatkan disiplin belajar siswa kelas XI IPS SMA Negeri 1 Rogojampi Banyuwangi. Jurnal BK UNESA, 4(3). 1-10. http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/9046 Nurihsan, A. J. (2005). Strategi layanan bimbingan dan konseling. Bandung: Refika Aditama. Papalia, D. E., Olds, S.W., & Feldman, R.D. (2008). Psikologi perkembangan. Jakarta: Kencana. Purwanti, F. (2013). Identitas diri remaja pada siswa kelas XI SMA Negeri 2 Pemalang ditinjau dari jenis kelamin. Skripsi. Semarang: Universitas Negeri Semarang. Ristianti, A. (2012). Hubungan antara dukungan sosial teman sebaya dengan identitas diri pada remaja diSMA Pusaka 1 Jakarta. Skripsi. Jakarta: Universitas Gunadarma. Sarwono, S. W. (2011). Psikologi remaja. Depok: PT. Rajagrafindo Persada. Sugiyono, P. (2010). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: CV Alfabeta. Wells, G. B., & Hansen, N. D. (2003). Lesbian shame: Its relationship to identity integration and attachment. Journal of hom*osexuality, 45(1), 93-110. doi: http://psycnet.apa.org/doi/10.1300/J082v45n01_05 Yusuf LN, Syamsu. (2004). Psikologi perkembangan anak & remaja. Bandung: PT Remaja Rosdakarya.

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1. Alivizatou, M. (2019). Digital intangible heritage: Inventories, virtual learning and participation. Heritage & Society, 12(2–3), 116–135. 2. Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture, and Activity, 16(1), 32–47. 3. Bonilla, C. M. (2014). Racial Counternarratives and L atina Epistemologies in Relational Organizing. Anthropology & Education Quarterly, 45(4), 391–408. 4. Britain, T. (2007). How We Are: Photographing Britain. 5. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer Engagement: Conceptual Domain, Fundamental Propositions, and Implications for Research. Journal of Service Research, 14(3), 252–271. https://doi.org/10.1177/1094670511411703 6. Budge, K. (2017). Objects in focus: Museum visitors and Instagram. Curator: The Museum Journal, 60(1), 67–85. 7. Budge, K., & Burness, A. (2018). 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Bringing the object to the viewer: Multimedia techniques for the scientific study of art. 22. Herrgott, C. (2016). Cantu in paghjella: Patrimoine Culturel Immatériel et nouvelles technologies dans le projet I-Treasures. Port Acadie: Revue Interdisciplinaire En Études Acadiennes/Port Acadie: An Interdisciplinary Review in Acadian Studies, 30, 91–113. 23. Howell, R., & Chilcott, M. (2013). A sense of place: re-purposing and impacting historical research evidence through digital heritage and interpretation practice. International Journal of Intangible Heritage, 8, 165–177. 24. King, L., Stark, J. F., & Cooke, P. (2016). Experiencing the digital world: The cultural value of digital engagement with heritage. Heritage & Society, 9(1), 76–101. 25. Lomb, N. (2009). Dip circle used to study the earth’s magnetic field at Parramatta Observatory. 26. Majors, Y. J. (2015). Shoptalk: Lessons in teaching from an African American hair salon. Teachers College Press. 27. Marty, P. F. (2008). Museum websites and museum visitors: digital museum resources and their use. Museum Management and Curatorship, 23(1), 81–99. 28. Moqtaderi, H. (2019). Citizen curators: Crowdsourcing to bridge the academic/public divide. University Museums and Collections Journal, 11(2), 204–210. 29. Müller, K. (2013). Museums and virtuality. In Museums in a digital age (pp. 295–305). Routledge. 30. Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. 31. O’Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science and Technology, 59(6), 938–955. 32. O’Neill, R. (2017). The Rise of the Citizen Curator: Participation as Curation on the Web. University of Hull. 33. Opie, I., & Opie, P. (2000). The lore and language of schoolchildren. New York Review of Books. 34. Pallud, J. (2017). Impact of interactive technologies on stimulating learning experiences in a museum. Information & Management, 54(4), 465–478. 35. Pallud, J., & Straub, D. W. (2014). Effective website design for experience-influenced environments: The case of high culture museums. Information & Management, 51(3), 359–373. 36. Pozzi, F. (2017). Final Report on User Requirements: Identification and Analysis. Unpublished I-Treasures Project Report. 37. Proctor, N. (2010). Digital: Museum as platform, curator as champion, in the age of social media. Curator: The Museum Journal, 53(1), 35. 38. Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. 39. Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. 40. Scribner, S., & Cole, M. (1973). Cognitive Consequences of Formal and Informal Education: New accommodations are needed between school-based learning and learning experiences of everyday life. Science, 182(4112), 553–559. 41. Song, M., Elias, T., Martinovic, I., Mueller-Wittig, W., & Chan, T. K. Y. (2004). Digital heritage application as an edutainment tool. Proceedings of the 2004 ACM SIGGRAPH International Conference on Virtual Reality Continuum and Its Applications in Industry, 163–167. 42. Taheri, B., Jafari, A., & O’Gorman, K. (2014). Keeping your audience: Presenting a visitor engagement scale. Tourism Management, 42, 321–329. 43. Tan, B.-K., & Rahaman, H. (2009). Virtual heritage: Reality and criticism. 44. Tarlowski, A. (2006). If it’s an animal it has axons: Experience and culture in preschool children’s reasoning about animates. Cognitive Development, 21(3), 249–265. 45. Tate. (2007). How We Are Now at Tate Britain Museum. 46. Taylor, J., & Gibson, L. K. (2017). Digitisation, digital interaction and social media: embedded barriers to democratic heritage. International Journal of Heritage Studies, 23(5), 408–420. 47. UNESCO. (2011). What is Intangible Cultural Heritage? 48. Vygotsky, L. S. (2012). Thought and language. MIT press. 49. Wenger-Trayner, E., Wenger-Trayner, B., & W.-T. (2015). Communities of practice: A brief introduction. 50. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press. 51. Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.

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This article is dedicated to the development and presentation of the results of the first phase of implementation of the project "Knowledge, research and curricular innovations in teacher training for ethnic-racial diversity in higher education: questioning and contributions of ethnic-racial matrices and (NEAB / UFSCar), Brazil, linked to the Abdias Nascimento Academic Development Program, promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). The project aims to establish a transnational network of joint research between researchers in partnership with three international institutions: Universidad Distrital Francisco José de Caldas (Colombia), Georgia State University (USA) and Université Paris Nanterre (France). The project aims to analyze if and how the curriculum of teacher training courses are changing for the dialogue of ethnic-racial and cultural knowledge, African and Afro-descendant knowledge. In this article we present a review of the literature on this subject in the contexts of Colombia and the United States.ResumoEste artigo apresenta alguns resultados da primeira fase de implementação do projeto “Conhecimento, pesquisa e inovações curriculares na formação de professores para a diversidade étnico-racial no ensino superior: questionamentos e contribuições das matrizes étnico-raciais e culturais, de saberes africanos e afrodescendentes” do Núcleo de Estudos Afro-Brasileiros da Universidade Federal de São Carlos (NEAB/UFSCar), vinculado ao Programa de Desenvolvimento Acadêmico Abdias Nascimento fomentado pela Coordenação de Aperfeiçoamento do Pessoal de Nível Superior (CAPES). O projeto visa estabelecer uma rede transnacional de investigação conjunta entre pesquisadores e pesquisadoras em parceria com três instituições internacionais: Universidad Distrital Francisco José de Caldas (Colômbia), Georgia State University (EUA) e Université Paris Nanterre (França). O projeto objetiva analisar se e de que forma os currículos dos cursos de formação de professores estão se modificando para o diálogo de conhecimentos étnico-raciais e culturais, de saberes africanos e afrodescendentes. Neste artigo apresentamos um recorte do levantamento bibliográfico sobre este tema nos contextos da Colômbia e dos Estados Unidos.Keywords: Curriculum, Higher education, Ethnic-racial diversity, Affirmative action policies.Palavras-chave: Currículo, Ensino superior, Diversidade étnico-racial, Políticas de ação afirmativa.ReferencesALRIDGE, Derrick. Teachers in the movement: Pedagogy, Activism, and Freedom. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.AU, Wayne; BROWN, Anthony L.; CALDERON, Dolores. How does it feel to be a problem? Communities of Color, Self-Determination, and Historical Educational Struggle, 2018.BRAH, Avtar. Cartografías de la diáspora: identidades en cuestión. Madrid: Traficante de sueños, 2011.BURAS, KRISTEN L. George Washington Carver Senior High School: A Legacy That Can't Be Chartered, 2018. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.CASTILLO GUZMAN, Elizabeth; CAICEDO ORTIZ, José Antonio. Las luchas por otras educaciones en el bicentenario: de la iglesia-docente a las educaciones étnicas. Nómadas, Bogotá, n. 33, p. 109-127, Oct. 2010.CASTILLO, S. S.; ABRIL, N. G. P. Colômbia: Invisibilidade e exclusão. In: DIJK, T. A. Van. Racismo e discurso na América Latina. São Paulo: Contexto, 2008.CASTRO SUAREZ, Celmira, En busca de la igualdad y el reconocimiento. La experiencia histórica de la educación intercultural en el Caribe colombiano. Memorias. Revista Digital de Historia y Arqueología desde el Caribe [en linea] 2014. Disponível em: <http://www.redalyc.org/articulo.oa?id=85532558010> acesso em: 05 de novembro de 2017.COLÔMBIA. Lei 70 de 1993. Por la cual se desarrolla el artículo transitório 55 de la Constitucion política. El Congresso de Colômbia. 1993.DÍAZ SÁNCHEZ, Edisson. Reflexiones pedagógicas sobre la formación de docentes en los estudios escolares afrocolombianos. Revista Colombiana de Educación, [S.l.], n. 69, p. 183.202, 2015. ISSN 2323-0134.DU BOIS, William E. Burghardt. As almas da gente negra. Tradução de Heloisa Toller Gomes. Rio de Janeiro: Lacerda, 1999.DUSSEL, Enrique. 1492: El encubrimiento del otro: hacia el origen del mito de la modernidad. UMSA. Facultad de Humanidades y Ciencias de la Educación. Plural Editores: La Paz, 1994.ESTEBAN-GUITART, Moisés et al. Empatia y tolerancia a la diversidad en un contexto educativo intercultural. Univ. Psychol., Bogotá, v. 11, n. 2, p. 415-426, June 2012.GOMES, Nilma Lino. O movimento negro educador: saberes construídos nas lutas por emancipação. Petrópolis, RJ: Vozes, 2017. 154 p.GRANADOS-BELTRAN, Carlo. Interculturalidad crítica. Un camino para profesores de inglés en formación. Íkala, Medellín, v. 21, n. 2, p. 171-187, Aug. 2016. GRANT, CARL A.; BROWN, KEFFRELYN D.; BROWN, ANTHONY L. Black intellectual thought in education: The missing traditions of Anna Julia Copper, Carter G. Woodson, and Alain Le Roy Locke. Routledge: New York, 2016. HOOKS, Bell. Ensinando a transgredir: a educação como prática da liberdade. Trad. Marcelo Brandão Cipolla. São Paulo: WMF Martins Fontes, 2013.JIMENEZ, Nidia N.; GULLO, Maria, A. C.; MONTES, Jorge, E. O. Perception to the literacy process of adults and young natives from Guainía Department Colombia: Look of the protagonists. Investigación & desarrollo, vol. 24, n.° 1, 2016.KING, Joyce Elaine. Minds Stayed on Freedom. 2018. Disponível em http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/23358.KING, Joyce Elaine. Black education post-Katrina. And all us we are not saved. Epilogue: In: TILLMAN, L. C., (Ed.). The SAGE Handbook of African American Education (pp. 499-510). Thousand Oaks, CA: Sage, 2009.LAGO DE ZOTA, Alejandrina; LAGO DE FERNANDEZ, Carmen; LAGO DE VERGARA, Diana. Educación para ciudadanos del mundo con identidad afrodescendiente: caso institución educativa Antonia Santos, Cartagena de Índias, Colombia. Rev. hist.edu.latinoam - Vol. 14 No. 18, - pp. 53 – 74 enero – junio 2012.MBEMBE, Achille. Afropolitanismo. Áskesis. Revista dxs Discentes do Programa de Pós-Graduação em Sociologia da UFSCar. Trad. Cleber Daniel Lambert da Silva. v. 4, n. 2, 2015, Julho/Dezembro, pp. 68-71.MBEMBE, Achille. Afriques indociles: christianisme, pouvoir et etat en société postcoloniale. Paris: Editions Karthala, 1988.MEN - Ministerio de Educación Nacional. Serie lineamientos curriculares: Cátedra Estudios Afrocolombianos. 1997.MENESES-COPETE, Yeison. A. Representaciones sociales sobre afrodescendencia: curriculum, practica y discurso pedagógico del profesorado. Entramado. Vol. 10 No.2, 2014.MORA MONROY, Gloria E. Dos experiencias educativas y editoriales con estudiantes indígenas, afrodescendientes y de municipios pobres en la universidad, desde una perspectiva intercultural. Forma funcion, Santaf, de Bogot, D.C., Bogotá, v. 29, n. 1, p. 61-80, Jan. 2016.RODRIGUES, Cristiano. Movimentos negros, políticas públicas e desigualdades raciais no Brasil e Colômbia. CLEA. Debates Latinoamericanos. Año 12, volumen 1/2014.ROJAS, Alex. Cátedra de Estudios Afrocolombianos: Aportes para maestros. Universidad del Cauca. 2008.SANTOS, Doris. Mimesis y bilingüismo ideológico: un análisis crítico del discurso sobre la diversidad en un documento de política educativa universitaria en América Latina. Forma funcion, Santaf, de Bogot, D.C. 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Background. HSC dose and HLA match are independent risk factors that impact non-relapse mortality in children and adults undergoing umbilical cord blood (UCB) transplant for acute leukemia (Eapen et al. Blood 2014 123:133-140). Low number of CD34+ HSCs results in prolonged periods of cytopenia and higher risk of graft failure. To reduce these risks, a minimum cell dose threshold, e.g. 3.0 x 107 total nucleated cells (TNC)/kilogram (kg), has generally been required in CBU selection. While beneficial in terms of hematopoietic recovery, this cell dose threshold markedly limits the number of available cord blood units (CBUs) particularly for larger adolescent and adult recipients, thus reducing the probability of identifying a 7-8/8 HLA-matched graft. In addition, a second UCB unit is often required for adults as a single unit may not meet the cell dose threshold. MGTA-456 is an expanded CD34+ HSC product utilizing an AHR antagonist in the presence of SCF, Flt-3L, IL-6 and TPO. In previous studies with fresh MGTA-456, 36 patients with hematologic malignancies demonstrated rapid neutrophil recovery and sustained engraftment in all patients. The aims of this study (NCT03674411) were to evaluate the safety and efficacy of cryopreserved MGTA-456 as well as the effectiveness of lowering the minimum cell dose threshold of the selected CBU from 3.0 x 107 to 1.0 x 107 TNC/kg to improve donor-recipient HLA match. Patients and Methods: Ten patients with high-risk hematologic malignancy were enrolled with 9 transplanted to date. Conditioning consisted of cyclophosphamide 120 mg/kg, fludarabine 75 mg/m2 and total body irradiation 1320 cGy (total doses) with cyclosporine and mycophenolate mofetil as immunoprophylaxis. G-CSF was initiated on the day after infusion and continued until the neutrophil count exceeded 2500/uL for 3 consecutive days. Results: Cryopreserved MGTA-456 contained a median of 1.9 x 109 CD34+ cells (range, 1.1-6.2) after expansion culture (a 491-fold expansion of CD34+ cells [range, 219-672]). As shown in Table 1, neutrophil recovery occurred in 100% of patients (with one pending after recent transplant) at a median of 15 days (range, 0-31), similar to recipients of fresh MGTA-456 in a prior study (median 14 days, range 7-32) and significantly faster than in recipients of unmodified UCB (median 25 days). Platelet recovery (&gt;20,000/uL for 7 days without transfusion) was also comparable in recipients of cryopreserved and fresh MGTA-456 (median 42 [range 27-53] vs 45 days [range 28-54], respectively), and again faster relative to recipients of unmodified CBUs (median 64 days). In line with preclinical experiments in NSG murine recipients that demonstrates all engrafting cells are retained in the CD34+CD90+ subpopulation, CD34+CD90+ content strongly correlated with speed of neutrophil recovery in recipients of MGTA-456 (cryopreserved and fresh) as shown in Figure 1. As expected, lowering the cell dose requirement from 3.0 x 107 to 1.0 x 107 TNC/kg for UCB unit selection prior to expansion culture improved HLA match and/or eliminated the need for double UCB transplant in 5 of 6 adults (Table 1). As a result, all but one patient received an 8/8 (n=5) and 7/8 (n=4) HLA matched UCB graft, potentially contributing to the low incidence of acute GVHD with only one patient of the 7 out &gt;42 days having grade 2 acute GVHD. This low rate of GVHD compares favorably to that observed in the prior study of fresh MGTA-456. With a follow-up of 19-187 days (median 89), all patients are alive. Conclusion: Transplantation of cryopreserved MGTA-456 resulted in complete engraftment and rapid recovery with speed of neutrophil recovery correlating with the CD34+CD90+ cell dose. Based on the marked expansion that is now possible, units with fewer cells can now be considered, increasing the probability of finding a better HLA matched unit, particularly for adults. Availability of MGTA-456 could reduce the barriers associated with cell dose and poor HLA match previously limiting the successful use of UCB in transplantation. Disclosures Stefanski: Novartis: Consultancy, Speakers Bureau. Brunstein:Magenta: Research Funding; Gamida: Research Funding; Astex: Research Funding. McKenna:Icahn School of Medicine, New York, New York: Consultancy; CIBMTR BMT CTN (NIH): Other: Medical Monitor; National Eye Institute (NIH): Other: DSMB (2); Magenta Therapeutics: Research Funding; Gamida: Research Funding; NMDP: Other: Donor and Patient Safety Monitoring Advisory Group; Fate Therapeutics: Research Funding; Intima: Patents & Royalties: Royalities, Research Funding. Miller:Dr. Reddys Laboratory: Membership on an entity's Board of Directors or advisory committees; Moderna: Membership on an entity's Board of Directors or advisory committees; Fate Therapeutics, Inc: Consultancy, Research Funding; GT BioPharma: Consultancy, Membership on an entity's Board of Directors or advisory committees, Research Funding; CytoSen: Membership on an entity's Board of Directors or advisory committees; OnKImmune: Membership on an entity's Board of Directors or advisory committees. Blazar:KidsFirst Fund: Research Funding; Childrens' Cancer Research Fund: Research Funding; Abbvie Inc: Research Funding; Leukemia and Lymphoma Society: Research Funding; Kamon Pharmaceuticals, Inc: Membership on an entity's Board of Directors or advisory committees; Magenta Therapeutics and BlueRock Therapeuetics: Membership on an entity's Board of Directors or advisory committees; Five Prime Therapeutics Inc: Co-Founder, Membership on an entity's Board of Directors or advisory committees; Regeneron Pharmaceuticals: Membership on an entity's Board of Directors or advisory committees; Alpine Immune Sciences, Inc.: Research Funding; RXi Pharmaceuticals: Research Funding; Fate Therapeutics, Inc.: Research Funding; Tmunity: Other: Co-Founder; BlueRock Therapeutics: Membership on an entity's Board of Directors or advisory committees. Boitano:Magenta Therapeutics: Employment, Equity Ownership, Patents & Royalties. Cooke:Magenta Therapeutics: Employment, Equity Ownership, Patents & Royalties. Raffel:Magenta Therapeutics: Employment, Equity Ownership. Davis:Magenta Therapeutics: Employment, Equity Ownership. Wagner:Rocket Pharmaceuticals: Consultancy; Magenta: Consultancy, Research Funding; BlueRock: Research Funding; Gadeta: Membership on an entity's Board of Directors or advisory committees; Novartis: Research Funding.

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In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. 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Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. Jurnal CERIA, 2(5), 276–285. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy of Sciences. Nicholson, S. (1972). The Theory of Loose Parts: An important principle for design methodology. Studies in Design Education Craft & Technology, 4(2), 5–12. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860 Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research : Philosophy as Science or Philosophical Science ? International Journal of Educational Excellence, 1(2), 101–110. Padilla, M. J. (1990). The Science Process Skills. Research Matters - to the Science Teacher, 1(March), 1–3. Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). Educating for innovation. 1(2006), 41–48. https://doi.org/10.1016/j.tsc.2005.08.001 Sharapan, H. (2012). ERIC - From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach, Young Children, 2012-Jan. Young Children, 67(1), 36–40. Siantayani, Y. (2018). STEAM: Science-Technology-Engineering-Art-Mathematics. Semarang: SINAU Teachers Development Center. Sikder, S., & Fleer, M. (2015). Small Science : Infants and Toddlers Experiencing Science in Everyday Family Life. Research in Science Education, 45(3), 445–464. https://doi.org/10.1007/s11165-014-9431-0 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sohn, B. K., Thomas, S. P., Greenberg, K. H., & Pollio, H. R. (2017). Hearing the Voices of Students and Teachers : A Phenomenological Approach to Educational Research. Qualitative Research in Education, 6(2), 121–148. https://doi.org/10.17583/qre.2017.2374 Strong-wilson, T., & Ellis, J. (2002). Children and Place : Reggio Emilia’s Environment as Third Teacher. Theory into Practice, 46(1), 40–47. Sutton, M. J. (2011). In the hand and mind: The intersection of loose parts and imagination in evocative settings for young children. Children, Youth and Environments, 21(2), 408–424. Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15, 67–86. https://doi.org/10.1007/s10763-017-9812-8 Tippett, C., & Milford, T. (2017). STEM Resources and Materials for Engaging Learning Experiences. International Journal of Science & Mathematics Education, 15(March), 67–86. https://doi.org/10.1007/s10763-017-9812-8 Veselack, E., Miller, D., & Cain-Chang, L. (2015). Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation. Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study : teachers ’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717

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Sustainable development as a concept is a significant landmark in the environmental theory because it hypothesizes on how society itself should be organized, and not merely on why certain environmental safeguards should be embraced or how they can be best applied. Our study determined the sustainability reporting of selected leading global universities in Asia, Europe, and the USA. Using the descriptive and comparative research designs, fifteen higher educational institutions from leading global universities with business schools and institutional sustainability development programs were used as sample cases. Based on the universities’ published Sustainability Reports, several patterns of sustainability reporting practices appeared to be being used. Results revealed that all the sampled universities in Asia, Europe, and USA publish their Stand-Alone Sustainability Reports annually, as well as publish parts of their sustainability performance in their Annual Reports at the end of every academic year. These reports are made available in their websites year-round. Findings also showed that in terms of reporting framework, the universally recognized Global Reporting Initiative is predominantly used by universities in Asia and Europe, followed by the Environmental Management System certifiable under ISO 14001 standards. USA universities, however, use a combination of standards, some not formal, but patterned it after the models such as the UN Global Standards, Corporate Knights, International Sustainability Campus Network/GULF Framework, and People and Planet Green League. Among the four priority concerns on sustainability reporting, environmental indicators obtained the highest average frequency; followed by governance, social, and economic indicators among the three regions, led by Europe and US universities. Overall, the level of sustainability disclosure is high in all the four indicators, and it is highest among European universities, followed by US universities, and then by Asian universities. We recommend that Philippine universities benchmark their sustainability reporting practices in the manner by which leading global universities practice them. ReferencesBlessing, L. (2009). The changing tole of universities in the knowledge. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.19-21) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Carayannis, E., Barth, T., & Campbell, D. (2012). The Quintuple Helix innovation model: global warming as a challenge and driver for innovation. Journal of Innovation and Entrepreneurship, 1(1), 2. doi:10.1186/2192-5372-1-2Commission on Higher Education (2014). Handbook on Institutional Sustainability Assessment, Philippines. Retrieved from https://ched.gov.ph/programs-and-projects/Commission on Higher Education (2012). Policies, standards and guidelines on outcomes-based education and typology-based Quality Assurance System for Philippine Higher Education Institutions (Commission on Higher Education Memorandum Order 46, Series 2012). Retrieved from https://ched.gov.ph/programs-and-projects/Commission of the European Communities. (2006). Delivering on the modernisation agenda for universities: Education, research and innovation. Communication from the commission to the council and the European Parliament. COM(2006) 208 final, 10 May. Brussels: European Union.COPERNICUS Alliance. (2012). Rio +20 people’s sustainability treaty on higher education. Retrieved from https://www.iucn.org/content/rio20-peoples-sustainabilitytreaty-higher-educationElkington, J. (2018, June 25). 25 years ago, I coined the phrase “triple bottom line.” Here’s why it’s time to rethink it. Harvard Business Review. Retrieved from https://hbr.org/2018/06/25-years-ago-i-coined-the-phrase-triple-bottom-line-heres-whyim-giving-up-on-it.Ercoskun, O. (2005). Sustainable city plans against development plans. Journal of Science, 18(3). Retrieved from https://www.gujs.gazi.edu.tr/articleview.Flodström, A. (2009). The knowledge triangle shaping the future of Europe – Conference Conclusions. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.7-9) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Global Reporting Initiative (GRI) (2013a). G4 sustainability reporting guidelines: Reporting principles and standard disclosures. Retrieved from https://www.globalreporting.org/Holmberg, J. (2014). Transformative learning and leadership for a sustainable future: Challenge Lab at Chalmers University of Technology. In P. B. Corcoran, B. P. Hollingshead, H. Lotz-Sisitka, A. E. J. Wals, & J. P. Weakland (Eds.), Intergenerational learning and transformative leadership for sustainable futures (pp. 91–102). The Netherlands: Wageningen Academic Publishers. Retrieved fromhttp://www.wageningenacademic.com/doi/pdf/10.3920/978-90-8686-802-5_4Kolukisa, A. & Ugurlu, N. (2019). The importance of sustainable development in the field of education introduction. Research Gate. Retrieved from https://www.researchgate.net/publication/265030253.Lappalainen, P., & Markkula, M. (Eds.). (2013). The knowledge triangle: Re-inventing the future. Finland: European Society for Engineering Education (SEFI), Aalto University, & Universitat Politecnica de Valencia.Loh, L., Thao, N.T.P., Sim, I., Thomas, T., & Yu, W. (2016). Sustainability reporting in ASEAN: State of progress in Indonesia, Malaysia, Singapore and Thailand 2015. Singapore: ASEAN CSR Network.Mendoza, D. and Terpous, K. (2014). Sustainability reporting in universities [Blue Paper Report]. Sweden: Chalmers-Innovationskontor VAST. Retrieved from https://innovationskontor.chalmers.se/sites/innovationskontoret.cms.chalmers.se/files/BURR-1.0-2014.pdfSaunders, M., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th Ed.), Harlow, UK: Pearson Education Ltd.Schruumanns, M. (2009). In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp. 15-16) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Sorlin, S. (2009). How universities can take on increasing societal demands and remain powerhouses of intellectual freedom. In The knowledge triangle shaping the future of Europe: Summary report from the conference (pp.24-30) Göteborg, Sweden: Högskoleverket (Swedish National Agency for Higher Education).Taylor, J. R. (2002). Conceptual approaches v: Concepts and domains. In A. D. Cruse, F. Hundsnurscher, M. Job, & P. R. Lutzeier (Eds.), Lexikologie - Lexicology. An international handbook on the nature and structure of words and vocabularies, Vol. 1 (pp. 296-303). Berlin and New York: Walter de Gruyter. Retrieved from https://www.academia.edu/6098913/Taylor_2002_Concepts_and_domainsUnited Nations Educational Scientific and Cultural Organization (UNESCO). (2005). UN Decade of Education for Sustainable Development 2005 - 2014. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000141629Vitalis, V. (2003). Sustainable Development. Keynote Paper presented to the Research School for the Socio-Economic and Natural Sciences of the Environment (SENSE) Summer Symposium 19-20 June 2003, Amsterdam, Netherlands. Organisation de Coopération et de Développement Economiques.World Commission on Environment and Development / Brundtland Commission (1987). Report of the World Commission on Environment and Development: Our common future. Oxford: Oxford University Press.

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Nearly 15% of American students are chronically absent from school. To address absenteeism, many states have recently made chronic absence a core component of their school accountability plans. Scholars have theorized that a positive school climate can promote student attendance, but empirical support for this idea is lacking. In this study, the relationship between four student-reported measures of school climate and student attendance are investigated by analyzing two annual school climate surveys (N = 823,753) from New York City. Results indicate small associations among the four measures of perceived school climate and student attendance. Furthermore, school-level changes in perceived school climate between middle and high school were only marginally associated with student attendance.

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Introduction: One-fifth to one-third of students in high-poverty, urban school districts do not attend school regularly (missing ≥6 days per year). Health related fitness is shown to be associated with absenteeism, although this relationship may differ across poverty and gender subgroups. Hypothesis: We hypothesized that area poverty would be a stronger effect modifier on the association of fitness (cardiorespiratory, muscular endurance, and muscular strength fitness composite percentile scores) and subsequent absenteeism (one-year lagged days absent) in girls compared with boys. Methods: Six cohorts of New York City public school students were followed from grades 5-8 during 2006/7-2012/13 (n=349,381). Stratified three-level longitudinal generalized linear mixed models were used to test the modification of poverty on the association of fitness changes and one-year lagged child-specific days absent across gender. Results: The fitness-absenteeism association was not significant in boys attending schools in high/very high (p=0.075) or low/mid poverty (p=0.454) areas. In girls attending schools in high/very high poverty areas, greater improvements in fitness the prior year were associated with greater improvements in attendance (p=0.034). Relative to the reference group (>20% decrease in fitness composite percentile scores from the prior year), girls with a large increase in fitness (>20%) demonstrated 10.3% fewer days absent (IRR 95% CI: 0.834, 0.964), followed by those who had a 10-20% increase in fitness (9.2%, IRR 95% CI: 0.835, 0.987), no change (5.4%, IRR 95% CI: 0.887, 1.007) and a 10-20% decrease in fitness (3.8%, IRR 95% CI: 0.885, 1.045). In girls attending schools in low/mid poverty areas, the fitness-attendance relationship was also positive, but no clear trend emerged. Conclusions: Fitness improvements may be more important to attendance improvements in high/very high poverty girls compared with low/mid poverty girls, and both high/very high and low/mid poverty boys. In conclusion, expanding school-based physical activity programs for girls in high-poverty neighborhoods may increase student attendance.

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Introduction: Research on cardiovascular health (CVH) and risk factors among immigrants has been well-documented. Less is known about social influences on CVH, among black immigrants. Despite having the largest population of black immigrants in the U.S., Afro-Caribbean (AC) immigrants have been underrepresented in health research. We examined the social determinants of CVH among AC immigrants (Guyanese, Haitian and Jamaican) in New York City (NYC). Hypothesis: We hypothesized that social determinants of CVH will vary among the three ethnic sub-groups of AC immigrants. Methods: We included 1691 AC immigrants who reported their race as non-Hispanic Black and country of birth (COB) as Guyana (n= 369), Haiti (n= 291) or Jamaica (n= 1031) in the 2010-2014 administrations of the New York City Community Health Survey. Logistic regression analysis was performed to assess the association between social determinants and CVH (ideal vs intermediate/poor) using AHA’s CVH metrics. Results: The majority of the sample was female (59.2%) and reported high school education or less (53.9%). Most AC immigrants reported to have ideal CVH (71.3%). Education was significantly associated with CVH only among Jamaican immigrants. Jamaican immigrants with ≤ high school education were more likely to have intermediate/poor CVH compared to those with ≥ some college education. Conclusions: These findings suggest that social determinants influencing CVH differ among AC immigrant sub-groups in NYC. These findings suggest that social determinants influencing CVH differ among AC immigrant sub-groups in NYC. National surveillance efforts should obtain more complete data on country of origin and oversample racial/ethnic minority groups in order to better understand their CVH outcomes. Future research should examine other social factors that may influence CVH among black immigrants.

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Crucial to ending the scourge of tobacco addiction is reducing youth use of the various products. Despite reduction in youth cigarette use, other products (e.g., hookah, e-cigs) have increased in popularity in this age group (CDC, 2013, 2015). Use patterns are also influenced by factors such as social acceptance, peer use, SES, and accessibility (US DHHS, 2012, 2015). Some areas have higher youth tobacco use rates (Kruger et al., 2012; US DHHS, 2012, 2015); for example, use of tobacco by middle and high school students in Appalachia continues to exceed rates in other areas. Increased understanding of the factors promoting this use is vital to developing effective youth anti-tobacco campaigns and public policy. Objective: To assess Appalachian middle and high school students’ perceptions of, attitudes about, and use of tobacco products. Methods: Data were collected in three Appalachian states: Kentucky, New York, and North Carolina. These states were selected for differences in overall use of tobacco by youth (i.e., Kentucky: high, North Carolina: mid-level, New York: low). From October 2014-May 2015, 23 focus groups were conducted with middle and high school students (N=203). Each participant completed a questionnaire on perceptions of and attitudes about tobacco, use of tobacco, and views of health consequences and engaged in an open-ended focus group discussion. Results: Traditional tobacco products continue to be popular with Appalachian youth. For example, 29% of the participants have tried at least one tobacco product, with significant numbers of daily users (9% smokeless tobacco; 6% cigarettes). E-cig use was nearly as high, with approximately 22% reporting some experience. Findings also revealed varying attitudes and discrepant conclusions surrounding e-cigs. Comparisons between tobacco users and nonusers as well as by middle and high school status and state will be addressed.