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Background: Life skills education (LSE) has prevailed since the early 1980s, and despite international policy ambitions, there are few indications of LSE in formal school contexts outside of education programmes. This study adds to existing literature by investigating LSE in Norway, shortly after its introduction into the 2020 national curriculum; acknowledging the value of developing students’ ability to understand and influence factors that are important for managing their own life.Objectives: The primary aim was to investigate how LSE was infused into the language subjects English and Norwegian during naturally occurring instruction in four lower secondary schools.Methods: Participants involved 11 teachers and their students across 18 classes. Using a mixed methods design, we combined quantitative and qualitative analyses of classroom video recordings (74 lessons). Analyses relied on the validated EDUCATE observation protocol and thematic analysis.Results and Conclusions: When themes relevant for LSE were included in these language lessons, they were mainly taught as subject-specific themes unconnected to LSE, while some lessons offered explicit connections to help students manage their lives. When such connections were made, the themes mainly concerned empathy, communication and interpersonal relations. The main difference between the two subjects, was the teaching of LSE relevant themes mainly through fiction in Norwegian, and by bringing current events into the English classroom, whereas multiple literacies (i.e. traditional, emotional, critical) were addressed in both subjects. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The essay examines Alexander Pope's dual role as poet and land artist through his creation of a grotto at Twickenham and his description of his grotto in verse and letters. With a focus on Pope's practical approach to art, it highlights Pope's ecological aesthetics and his ability to create environments using the different media of words and earth. [ABSTRACT FROM AUTHOR]

This study explores the parents' perceptions about the meaning and importance of various life skills education as tool for empowering young children, and about the role of schools and parents in stimulating these skills. The study was qualitative, involving a sample of 30 parents of secondary-level students selected through convenience sampling. Data were collected through a semi-structured interview and the obtained responses were analyzed through thematic analysis. It was established that most parents considered life skills as key to empowering young students and that is why all types of skills were deemed equally important. Parents also expressed their concerns and reflected that most children were lacking these skills and that both, schools as well as themselves, should play a role in training these skills. The study highlights the importance of a strong partnership between parents and teachers in imparting life skills to young students and emphasizes the need for collaboration, shared responsibility, and explicit integration of life skills into the education system to empower the next generation. So, it is recommended that life skills related experiences need to be an explicit part of the training and learning of children and that parents and teachers need to collaborate strongly in this to make it a success story. [ABSTRACT FROM AUTHOR]

The article "Reconciling the Deprivation Account with the Final Badness of Death" from the Journal of Value Inquiry explores the philosophical question of whether death can be bad for those who die. The deprivation account posits that death can be bad because it deprives individuals of intrinsically good things they would have experienced. The authors argue that death can be bad for its own sake due to the deprivation of intrinsic goods, suggesting that death has extrinsic but final value. The article delves into the distinctions between intrinsic and extrinsic value, as well as final and instrumental value, to provide a nuanced understanding of the value of death. [Extracted from the article]

The article discusses Anthony Grafton's book "Magus: the art of magic from Faustus to Agrippa," which explores the history of intellectual magicians in late fifteenth and sixteenth-century Europe. Grafton focuses on figures like Ficino, Pico, Trithemius, and Agrippa, examining their roles in shaping the concept of magic within intellectual communities. The book pays homage to earlier scholars like Frances Yates while also critiquing their approaches to medieval magic texts. Grafton's work delves into the connections between magic, philosophy, engineering, and cryptography, highlighting the complex interplay between these disciplines in premodern Europe. [Extracted from the article]

Abstract Background Internally displaced persons (IDPs) in Nigeria face a high burden of mental health disorders, with limited access to evidence-based, culturally relevant interventions. Life skills education (LSE) is a promising approach to promote mental health and psychosocial well-being in humanitarian settings. This study aims to evaluate the effectiveness and implementation of a culturally adapted LSE program delivered through in-person and mobile platforms among IDPs in Northern Nigeria. Methods This cluster-randomized hybrid type 2 effectiveness-implementation trial will be conducted in 20 IDP camps or host communities in Maiduguri, Nigeria. Sites will be randomly assigned to receive a 12-week LSE program delivered either through in-person peer support groups or WhatsApp-facilitated mobile groups. The study will recruit 500 participants aged 13 years and older. Intervention effectiveness outcomes include the primary outcome of change in post-traumatic stress disorder (PTSD) symptoms assessed using the PCL-5 scale, and secondary outcomes of depression, anxiety, well-being, and life skills acquisition. Implementation outcomes will be assessed using the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Both sets of outcomes will be compared between the in-person and mobile delivery groups. Quantitative data will be analyzed using mixed-effects linear regression models, while qualitative data will be examined through reflexive thematic analysis. The study will be guided by the Reach-Effectiveness-Adoption-Implementation-Maintenance (RE-AIM) framework. Discussion The RESETTLE-IDPs study addresses key gaps in the evidence base on mental health interventions for conflict-affected populations. It focuses on underserved IDP populations, evaluates the comparative effectiveness of in-person and mobile-delivered LSE, and incorporates implementation science frameworks to assess contextual factors influencing adoption, fidelity, and sustainability. The study employs a community-based participatory approach to enhance cultural relevance, acceptability, and ownership. Findings will inform the development and scale-up of evidence-based, sustainable mental health interventions for IDPs in Nigeria and other humanitarian contexts. Trial sponsor Dalhousie University, 6299 South St, Halifax, NS B3H 4R2, Canada. Trial registration ClinicalTrials.gov, NCT06412679 Registered 15 May 2024.

Background: Internally displaced persons (IDPs) in Nigeria face a high burden of mental health disorders, with limited access to evidence-based, culturally relevant interventions. Life skills education (LSE) is a promising approach to promote mental health and psychosocial well-being in humanitarian settings. This study aims to evaluate the effectiveness and implementation of a culturally adapted LSE program delivered through in-person and mobile platforms among IDPs in Northern Nigeria. Methods: This cluster-randomized hybrid type 2 effectiveness-implementation trial will be conducted in 20 IDP camps or host communities in Maiduguri, Nigeria. Sites will be randomly assigned to receive a 12-week LSE program delivered either through in-person peer support groups or WhatsApp-facilitated mobile groups. The study will recruit 500 participants aged 13 years and older. Intervention effectiveness outcomes include the primary outcome of change in post-traumatic stress disorder (PTSD) symptoms assessed using the PCL-5 scale, and secondary outcomes of depression, anxiety, well-being, and life skills acquisition. Implementation outcomes will be assessed using the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Both sets of outcomes will be compared between the in-person and mobile delivery groups. Quantitative data will be analyzed using mixed-effects linear regression models, while qualitative data will be examined through reflexive thematic analysis. The study will be guided by the Reach-Effectiveness-Adoption-Implementation-Maintenance (RE-AIM) framework. Discussion: The RESETTLE-IDPs study addresses key gaps in the evidence base on mental health interventions for conflict-affected populations. It focuses on underserved IDP populations, evaluates the comparative effectiveness of in-person and mobile-delivered LSE, and incorporates implementation science frameworks to assess contextual factors influencing adoption, fidelity, and sustainability. The study employs a community-based participatory approach to enhance cultural relevance, acceptability, and ownership. Findings will inform the development and scale-up of evidence-based, sustainable mental health interventions for IDPs in Nigeria and other humanitarian contexts. Trial sponsor: Dalhousie University, 6299 South St, Halifax, NS B3H 4R2, Canada. Trial registration: ClinicalTrials.gov, NCT06412679 Registered 15 May 2024. [ABSTRACT FROM AUTHOR]

Copyright of International Journal for Research & Educational Development is the property of Ithra Elmarafa for Conferences, Researches & Scientific Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal for Research & Educational Development is the property of Ithra Elmarafa for Conferences, Researches & Scientific Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes. [ABSTRACT FROM AUTHOR]

The article discusses the introduction of human papillomavirus (HPV) vaccination in schools as a strategy to reach a large captive population of children. It highlights the recent developments in India, including the government's budget announcement for HPV vaccination and the development of an indigenous HPV vaccine. The article emphasizes the potential for integrating HPV vaccination with other health interventions in schools, such as vision screening, deworming, and menstrual hygiene education, to address multiple health needs of school children. The importance of school-based health interventions, the target age group for HPV vaccination, and the evidence base for integrating health interventions with HPV vaccination are also discussed. [Extracted from the article]

This study examined the life skills of college students in Mizoram, specifically analyzing the effects of demographic variables such as gender, locality, and family type. Employing a quantitative survey method, data were collected from 400 college students using a Life Skills Measurement Scale (LSMS) comprising 62 items across four dimensions: Universal Human Values, Professional Skills, Communication Skills, and Leadership and Management Skills. Statistical analyses were conducted using SPSS, including t-tests and chi-square tests. Results indicate that participants demonstrated the highest proficiency in Professional Skills, followed by Leadership and Management Skills and universal Human Values, and the lowest in Communication Skills. Significant differences were observed based on gender, locality, and family structure, with male and urban students outperforming their peers. These findings highlight the urgent need for educational institutions to implement targeted interventions aimed at enhancing Communication Skills and providing comprehensive life skills training. This research contributes to the existing literature by underscoring the importance of considering diverse student backgrounds in life skills education, ultimately fostering personal, academic, and professional success. [ABSTRACT FROM AUTHOR]

This study explores students' awareness of life skills and highlights their importance across various academic specializations. While not directly acquired from specialized courses, life skills enhance student motivation and foster Creativity. The research investigates life skills awareness among students at the University of Jordan (UJ) by measuring students' awareness of life skills. A questionnaire was distributed to a random sample of 1,224 students enrolled in the Ethics and Human Values course, ensuring representation across gender, academic specialization, and academic level. The sample was selected to comprehensively cover the studied variables, with demographic characteristics such as age, gender, educational background, and geographic distribution detailed. Data were analyzed using SPSS, calculating arithmetic means and standard deviations and applying ANOVA to identify statistically significant differences between variables. The analysis focused on differences in life skills awareness based on gender, academic specialization, academic level, and the completion of the Ethics and Human Values course. The results revealed a high overall average score on the life skills scale, indicating a strong level of awareness among UJ students. Statistically significant differences were found between students who had completed the Ethics and Human Values course and those who had not, with the former group exhibiting higher levels of life skills awareness. This study emphasizes the need to develop learning activities, instructional approaches, and assessment methods to promote life skills acquisition. It highlights the importance of expanding curricular and extracurricular opportunities within the university, recognizing that life skills development extends beyond academic pursuits. The study fills a critical gap by providing insights into student life skills awareness and offers recommendations for enhancing these skills in university education. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Film Studies is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article "Παιδονία - On the Subject of Pedagogy" discusses the specific difference between humans and animals in terms of education and upbringing. It is emphasized that pedagogy deals with the educability and educability of humans in a common cultural and social world. The historical development of pedagogy is considered fundamental for understanding its structures and goals. It is pointed out that pedagogy should be seen as a practical art in order to maintain normative claims in education and to promote the social and cultural development of humanity. [Extracted from the article]

Background: Negative body image in female adolescents is a sign of the times, but it is also a current global issue due to its implications for the onset of health-compromising behaviours and the increasing power of appearance-based social media. The aim of this study is to investigate the protective role of a life-skills based intervention during PE classes in adolescent girls against increasing body dissatisfaction resulting from body composition changes and to assess the impact of intervention on the skill of setting goals.

The practice of Jogini system is a feudal remnant of exploitation of Dalit women in the name of religion and social custom and practices. In the Telangana region the practice of Jogini system is rampant which is causing severe stress and strains for the development of Dalit women. They were exploited in the name of religion by the upper caste and rich sections of the society. They are called with different names in different regions. In some of the Dalit families in Mahaboobnagar and Nizamabad districts of Telangana state the girls are dedicated to the services of the local deities such as Yellamma, Poleramma, and Renukamba etc. By dedicating to the Gods and goddesses they get the stigma of untouchables and Prostitutes. They lead a deplorable life in the society facing a lot of challenges to combat the untouchable practices, atrocities and other forms of discrimination in the society. The present study is an attempt to understand and comprehend how life skills education will promote and help the development of the Dalit women to face the present and future challenges in the society and promote their human capital through Life Skills Education. The World health Organization has emphasized the importance of the life skills education for the protection of the health conditions of vulnerable groups and to save them from HIV/AIDS etc. [ABSTRACT FROM AUTHOR]

This qualitative study focuses on integrating core life skills in Grade 5 English textbook that was purposively sampled. Applying qualitative content analysis supported by NVivo 14, the study explores how these essential skills are integrated into the textbook. The results show that communication, creativity, and critical thinking are given considerable attention. Such activities include creative writing assignments, reading and comprehension exercises, and dialogues. However, the study reveals some areas not covered extensively in teaching, such as negotiation, problem-solving, and decision-making skills. All 12 skills are introduced, but their integration level is inconsistent. The textbook offers a basis for life skills learning, but there is an opportunity for improvement as it concerns real-life situations. This study adds to the knowledge about integrating life skills in the primary education curriculum and the possible enhancements to the textbook in line with the UNICEF MENA framework. [ABSTRACT FROM AUTHOR]

This essay seeks to reflect on the functions and paths of the movement of imagination in art educational processes. To do this, the author delves into her notes, interspersing concepts and poetry. In the poetic field, he shares Tupi mythical narrative, poetry set to music from the Brazilian songbook and some practical educational art with children. In the conceptual field, he invites authors such as Gaston Bachelard, André Breton, Joseph Campbell, Renato Noguera, Mircea Eliade and Gianni Rodare to talk. An educational art path is suggested without the rigid objectivity of a methodology; least one presentation of techniques. The aim is to invite readers to inhabit the text, either to change their ideas of place or to graft it with new suggestions. It is, therefore, an explicit rehearsing of thoughts driven by the author's teaching experience. [ABSTRACT FROM AUTHOR]

BACKGROUND: Life skill education is critical for developing various competencies among the adolescent population, especially in India, given the recent shift in policy focus. AIM: To examine the reliability, factor structure, and the validity of scales measuring gender attitudes, perceived self-efficacy, resilience, and problem-solving in order to assess the effectiveness of a life skill program among Indian adolescents. METHODS: Baseline data, before a life skill intervention program by Magic Bus India Foundation, were collected from over 16000 Indian adolescents between 11 and 15 years on different measures. Results from principal component analyses with pro-max rotation indicated a one-factor solution for all the scales. Further, confirmatory factor analyses indicated an excellent model fit using the diagonally weighted least squares method of estimation for the above- mentioned scales. RESULTS AND DISCUSSION: The models for each scale were gender invariant, indicating that gender attitudes, perceived self-efficacy, resilience, and problem solving were assessed similarly between boys and girls. Additionally, correlation analysis indicated a positive relationship between gender attitudes and self-efficacy, a negative relation between gender attitudes and resilience, and a negative association between self-efficacy and resilience. Implications are discussed. [ABSTRACT FROM AUTHOR]

Background: Youth experiencing homelessness (YEH) in East Asian Pacific (EAP) regions represent one of the most at-risk populations due to cultural and geographical factors. Effective mental health interventions, primarily researched in Western contexts, may not fully apply to YEH in EAP. Their lack of stable shelter, disrupted social networks, and limited access to mental health services elevate their susceptibility to adverse mental health, making urgent interventions essential to address their needs. Objective: The objective of this study is to explore and systematically search the types of mental health services and interventions available for YEH in EAP and their impact on overall quality of life and wellbeing. Methods: Electronic databases (e.g., Medline, PsycINFO, PubMed, Scopus) were systematically searched (publication dates between 1 January 1990 and 13 May 2023), as well as additional online resources specific to homelessness. Articles were screened, and a critical appraisal assessed the quality of the included studies. Results: Eight studies with different interventions were identified in Indonesia (n = 2), Malaysia (n = 1), South Korea (n = 3), and the Philippines (n = 1). These were thematically clustered into six categories: art, cognitive behavioural therapy, life skills education, resilience enhancement, family strengthening, and government interventions/services. Conclusions: This review highlights effective mental health interventions' positive impact on YEH mental health outcomes and quality of life in EAP, stressing the urgent need to implement socio-culturally sensitive services. Future research should address knowledge gaps through comprehensive studies covering diverse EAP regions and populations, prioritising socio-culturally specific psychological measures. [ABSTRACT FROM AUTHOR]

Copyright of Voces y Silencios is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Kilim-weaving has a long history and is widely woven in rural life and some urban communities of Kerman. Having diverse kilim-weaving technique, one of the most famous and valuable kilims of this province is "Chehel-Māshūleh" of Bidkordūiyeh village, which was registered nationally in 2017. The special and unique weaves, diverse motifs and designs are subjective, abstract, among the most important characteristics of this kilim. The main objective of this article is to identify the technical features of the weaving method, the reasons for the naming and the factors affecting the formation and variety of the use of hand-weaves, motifs and designs of "Chehel-Māshūleh" of Bidkordūiyeh village. The information in this article was collected using field and library surveys with descriptive-analytical method. This research seeks to answer the question "what are the significance and unique characteristics of the technique and associated motifs that have been registered nationally". The results of this research show that the innovation and skill of the Afshār tribe weavers have led to the formation of a rare weaving technique, in the form of "left-weave", which has contributed the preservation and sustainable use in their personal and daily life to provide design and decoration of the their every-day objects in their life, work and even rest. According to archaeological discoveries, the history of weaving in Kerman dates back to more than 5000 BC. Motifs are the most important element in decorating these types of kilims, which have a great deal of originality. The results imply that most of these motifs are the result of the mentality of nomadic and rural women which are adopted from their life and environment, and ethnic traditions. In other words, these motifs are the abstracts of various elements and thoughts of the weavers, which are formed according to Iranian mysticism and Islamic civilization. They have woven these motifs with great skill on the carpet with an abstract and geometric style, but over time, they have undergone gradual changes and have evolved from simple to complex patterns. This process has created a lot of diversity in motifs, designs, and their use. The mental weaving and repetition of motifs have caused the diversity and multiplicity of motifs colors and names in the Chehel-Māshūleh kilim. In other words, it can be said that any work or artistic field, which has appropriate, logical, orderly, balanced structure and is rooted in the tradition, is picturesque. Therefore, most of the nomadic and rural handwoven with the Chehel-Māshūleh kilim style has the same characteristics while preserving the native identity and regional authenticity. As a result, it should be said that the nomadic art of this region is a pure, amazing, beautiful and useful/practical art. [ABSTRACT FROM AUTHOR]

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Are entrepreneurs born or made on campus? is one of the most frequent questions in the literature dedicated to student entrepreneurship. The field of study in relation to career anchors is one of the most investigated factors, and it is widely recognized that entrepreneurship education should be expanded beyond economics faculties and business schools. The purpose of this paper is to present the process of designing and delivering of a cross-campus Entrepreneurship course customized on varied non-economic fields of study (engineering, mathematics and nature sciences, health, social sciences, humanities and arts) and tailored on local business environment developed in an integrated manner in the package with two other courses: Career coaching and Life skills. The courses were developed within a project financed by the European Social Fund and were integrated into the curricula of all faculties of a comprehensive university, as optional or facultative courses. The paper provides an innovative approach to cross-campus entrepreneurship education, specifically on course design and delivery that integrates education for entrepreneurship with career coaching and life skills education. [ABSTRACT FROM AUTHOR]

Prioritizing a sustainable future is paramount in global energy planning and development. Sustainable development, per the Brundtland Report, involves meeting current needs while safeguarding the ability of future generations to meet their own. Life skills, as defined by WHO, encompass positive abilities that empower individuals to tackle life’s challenges effectively. This paper delves into the role of life skills in shaping a sustainable future, informed by a systematic review of pertinent studies. It underscores the importance of integrating economic, environmental, and social factors into decisionmaking for enduring economic and environmental stability. Given that human actions profoundly impact all systems, including the economy, environment, and society, the focus on life skills becomes pivotal in achieving sustainability. Life skills bridge the gap between capabilities and essential functioning, enhancing individuals’ capacity to meet contemporary societal expectations and address social, economic, and environmental issues. Ultimately, sustainable development hinges on human actions guided by life skills, highlighting their pivotal role in securing a sustainable future. [ABSTRACT FROM AUTHOR]

Addressing the learning needs of grades 10-12 art students, specifically those students who are vulnerable to exclusion and marginalisation, requires inclusive and innovative approaches when teaching practical art skills online and face-to-face. The aim of the study was to establish student teachers' challenges when teaching practical art online during COVID-19 and to find innovative ideas for addressing such challenges. Qualitative data was collected from art student teachers (n=147) who reflected on their teaching practice experiences and responded to two online open-ended questions. Challenges that student teachers mostly experienced included a lack of in-person teaching, internet connection and data, student-teacher support from mentors and lecturers, not enough practical teaching experience hours, stress, and anxiety. If not addressed, these challenges could have an impact on not only the practical application of art skills but also the development of scarce skills such as creativity and problem-solving skills that are necessary for all citizens to make informed decisions. In addressing these challenges, various innovative online and offline activities were suggested, such as demonstrations posted on WhatsApp groups, peer tutoring, extension of submission dates for practical art activities, creating offline videos for learners to view and work on activities at their own pace, repeat lessons, keeping activities simple, virtual museums, and using natural resources from learners' surroundings to develop practical art skills. [ABSTRACT FROM AUTHOR]

This study aims to summarize the effects of Arduino-based educational programs through a meta-analysis. Eleven eligible primary studies were obtained through a systematic literature review and coded accordingly. The results are as follows: The meta-analysis revealed that the overall effect size for all the studies was 0.518. Analysis of the moderator variables indicated statistically significant differences between them. Regarding the learning domains, the results were ranked in descending order of the cognitive and affective domains. Within the cognitive domain, the effect sizes were ranked in descending order as follows: logical thinking, content knowledge, convergence competency, self-efficacy, computational thinking, and creative problemsolving skills. In terms of subject areas, the descending order of effect sizes was agriculture, STEAM, environmental science, practical arts, artificial intelligence, informatics, and computers. Regarding school level, the results were ranked in the following descending order: college, elementary school, middle school, and high school. [ABSTRACT FROM AUTHOR]

Vincenzo Mele's book, "City and Modernity in Georg Simmel and Walter Benjamin: Fragments of Metropolis," explores the relationship between two influential thinkers, Georg Simmel and Walter Benjamin, who have had an impact on the field of sociology. Mele examines their perspectives on the subjectivity and mass society, particularly in relation to the metropolis. He draws on previous studies and builds on the insights of other scholars to contribute to a history of the present that considers both modernity and postmodernity. Mele's book is a comprehensive and interdisciplinary exploration of Simmel and Benjamin's ideas, providing readers with a deeper understanding of their work. [Extracted from the article]

Considering the disparity between mental health services and resources available in Nigeria, researchers have highlighted the need for organizations, policymakers, and health service providers to revamp their approaches. Due to its unifying nature and cultural importance in the youth population, grassroots sport programming has been shown to be an effective mechanism in promoting education and life skills. In Lagos, Nigeria, the Basketball Experience program was designed to promote physical well-being, healthy living, mental health, and life skills in Nigerian youth utilizing principles from the Resilience and Youth Development Module. Researchers interviewed seven female and three male coaches using a phenomenological approach to investigate their perspectives of the program's impact on themselves and the youth they coach. Results suggest that implementing mental health education and resilience development, specifically through positive mentorship and strategies such as breathing and mindfulness exercises, into a sport for development program can assist with increased knowledge and reduced mental health stigma. Coaches strongly endorsed increased use of programs like Basketball Experience to promote positive development and combat the disparity in mental health literacy and policy, and they suggested that such programs have the power to help restructure the longstanding cycle of negative stressors inherent to life in Nigeria. Based on these perspectives, the authors discuss how grassroots sport programming can be an effective tool in the development of both coaches and youth. Moreover, the authors advocate for the Resilience and Youth Development Module as an impactful theoretical framework for facilitating resilience and life skills in coaches and youth. [ABSTRACT FROM AUTHOR]

The current study is part of a community engaged planning phase and aimed to identify perceptions related to the prevalence of violent crime, crime contributors, the relationship between the community and law enforcement, and potential interventions and solutions. In March 2021, semistructured interviews were conducted with individuals from five groups who resided or worked in Bessemer, Alabama: (1) Law Enforcement, (2) Residents, (3) Civic Leaders, (4) Community Leaders, and (5) Victims of Crime. Interviews lasted approximately 60 min and were audio recorded, transcribed, and analyzed according to the guidelines of thematic analysis using NVivo 12. Emerging themes were examined in accordance with the CDC Social‐Ecological Model: A Framework for Prevention. Participants (N = 18) were 50.0% female and 77.8% African American with an age range of 25–59 (mean = 43.4 years). Themes that emerged related to crime were: (1) impact, (2) contributors, and (3) solutions. Results indicate that impacts of violent crime at the individual level focused on fear, which led to widespread mental health issues. Relationship level impacts included a lack of trust of law enforcement and neighbors, and community level impacts were decreased neighborhood social cohesion as well as decreased safety. At the societal level, the poor reputation of the city was consistently highlighted. For contributors of crime, being a youth under age 30, drugs, and money were discussed as factors at the individual level. At the relationship level, participants mentioned poor parenting and gangs as crime contributing factors to violent crime. Furthermore, contributing issues related to underresourced schools as well as a poor relationship with law enforcement were brought up at the community level. Similarly, poverty was the overarching contributing issue at the societal level. Solutions that emerged included: education and training in life skills, focusing on young people, family/parenting, conflict resolution programs, programs within schools, improved relationships with law enforcement, and inclusive economic opportunities. Intervention plans are discussed that can merge these stakeholder findings with other data sources. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate how art events can enrich novice visitors by transforming their practices. Design/methodology/approach: This research uses an interpretive case study of the art exhibition "1/1/1/1/1" in the Oppenheim gallery in Wroclaw. It draws on multiple sources of evidence, namely, novice visitors' interviews, observation including photo studies and content analysis of art-makers' mediation sources. This study is an example of contextual theorizing from case studies and participatory action research with researchers as change agents. Findings: The evidence highlights that aesthetic values and experiences are contextual to practices and are transformable into other values. The findings illustrate the role of practice theory in studying how art-makers inspire the transformation of practices, including values driving the latter. Research limitations/implications: The findings provide implications for transformations of co-creating contextual values in contemporary visual art consumption and customer experience management. Practical implications: Practical implications to arts organizations are also provided regarding cultural mediation conducted by art-makers. Exhibition makers should explain the meanings of the particularly visible artefacts to allow visitors to develop a congruent understanding of the meanings. The explanations should not provide ready answers or solutions to the problem art-makers suggest to rethink. Social implications: The social implication of our findings is that stakeholders in artistic ventures may undertake adequate, qualified and convergent actions to maintain or transform the defined interactive practices between them in co-creating contextual aesthetic values. Originality/value: The study provides new insights into co-creating values in practices in the domain of contemporary art exhibitions by bringing the practice theory together with an audience enrichment category, thus illustrating how novice visitors get enriched by transforming their practices led by contextual values of "liking" and "understanding". [ABSTRACT FROM AUTHOR]

Background: Migrant children and adolescents face a significantly increased risk of mental health issues. Focusing on this population's mental health issues is fundamental and requires more attention to detect and reduce these burdens in adulthood. Nevertheless, life skills intervention can improve mental health. Its effects on Arab migrant adolescents have not been tested. Here, an evaluation protocol of the effect of an online life skills-based intervention for improving depression, anxiety, stress, self-efficacy, and coping skills among Arab adolescents in Malaysia will be examined. Material and methods: This cluster randomised controlled trial (RCT) will involve 207 Arab students (14–18 years old) from 12 Arabic schools in the Klang Valley. The schools will be assigned randomly to an intervention (online life skills programme) or control group at a 1:1 ratio. The researcher will deliver eight one-hour sessions to the intervention group weekly. The control group will receive the intervention at the evaluation end. Both groups will complete assessments at baseline, and immediately and three months after the intervention. The primary outcome is anxiety, depression, and stress [Depression Anxiety and Stress Scale-21 (DASS-21)]. The secondary outcomes are self-efficacy (General Self-Efficacy Scale) and coping skills (Brief COPE Inventory). Data analysis will involve the Generalised Estimation Equation with a 95% confidence interval. P <.05 will indicate significant inter- and intra-group differences. Discussion: This will be the first cluster RCT of an online life skills education programme involving Arab adolescent migrants in Malaysia. The results could support programme effectiveness for improving the participants' mental health problems (depression, anxiety, stress), increasing their self-efficacy, and enhancing their coping skills. The evidence could transform approaches for ameliorating migrant children and adolescents' mental well-being. Trial registration: The study is registered with the Clinical Trial Registry (Identifier: NCT05370443). [ABSTRACT FROM AUTHOR]

The use of 4D seismic (4DS) (or time-lapse seismic, TLS) in data assimilation (DA) makes the process more complex due to the higher amount of data to be assimilated, requiring more robust methods and better computational resources (processing capacity and memory). The development and application of permanent seismic monitoring technologies have increased in recent years, improving the overall 4D seismic quality in terms of signal resolution and repeatability. However, a massive amount of data is generated from the multiple monitors, making the incorporation of 4DS data in the DA process more complex. Therefore, robust DA methods capable of dealing with huge amount of data effectively and efficiently are essential. This paper aims to assess the performance of an iterative ensemble smoother method, named subspace ensemble randomized maximum likelihood with a local analysis, to assimilate a big dataset. The method was applied in a challenging pre-salt-like benchmark case with eight seismic surveys, one base, and seven monitors. The 4DS data are the impedance ratios (between two consecutive monitors) in 15 seismic horizons, totaling 105 maps to be assimilated. To our best knowledge, this is state of the art in terms of practical applications in DA. It was possible to assimilate all the data simultaneously: the 105 horizons for the 4DS data and the wells' production and pressure data. The DA was successful in terms of results quality and method performance. We also ran a case assimilating only well data for comparison purposes. [ABSTRACT FROM AUTHOR]

Education needs to reshape the individual's role in the societies of the future. In an unknown world of different technologies, job requirements, and societal structures, the current education systems may not be sufficient to equip young generations with the competences needed to succeed and thrive in the world they will inhabit as adults. In order to develop the skills needed for the future, learners should have access to an education that emphasizes both the importance of hard skills and life skills in a close relationship and interdependence. Built upon the impact of teachers’ belief system on educational practice and using an inductive approach, our study aims to investigate perceptions and experiences of high-school teachers and professors from different faculties regarding life skills. Our foci were on the perceptions of life skills needed in education, barriers and effective practices related to life skills development and educators’ life skills. Data was collected through semi-structured interviews with 7 professors from 3 universities and 13 teachers from 13 high-schools in Romania. The findings from the thematic analysis revealed three main themes emerging from participants' responses: “the conceptualization and impact of life skills”, “educating life skills”, “teachers’ and professors’ life-skills in action”. Practical implications and recommendations are discussed.

This research examines Bruce Lee’s martial arts philosophy, with a particular focus on his unique approach to jeet kune do, to address the scientific rigour gap in the analysis of his martial arts methodology. The study adopts a case study research strategy and employs content analysis using MaxQDA v.11 software. A selection of Lee’s official literature, prioritising unchanged writings and those reflecting his direct thought, forms the research sample. The key findings highlight Lee’s development of five ways of attacking, demonstrating an intricate knowledge of timing, distance, and rhythm. His emphasis on adaptability in combat emphasises the dynamic interplay between offensive and defensive manoeuvres. Lee’s preference for parrying over blocking, his focus on evasion, and strategic concepts such as seven stars and three fronts emphasise the importance of protecting vital body areas. In summary, Bruce Lee’s martial arts philosophy is characterised by adaptability, strategic decision-making, and efficient technique execution. His approach, constantly evolving and rejecting preconceived combat outcomes, is underpinned by principles of simplicity, economy, fluidity, and spontaneity. This comprehensive system integrates both offensive and defensive strategies, reflecting his commitment to refining the martial arts into a practical and responsive discipline. [ABSTRACT FROM AUTHOR]

The present study examines the effectiveness of an After-School Life Skills (ASLS) intervention to improve the life skills of 110 students from socially disadvantaged backgrounds at public schools of urban Bangalore in south India. These students completed ASLS intervention from 2014 to 2018 during which the life skills were assessed on a yearly interval and the data were analyzed using repeated measure ANOVA. The results show that ASLS intervention significantly improved the students' life skills. Post hoc comparisons at time 1 shows that young students who participated in ASLS intervention significantly improved their life skills over the 4 years' time, although no significant variances were observed between measurement periods. The overall effect was found to be significant in improving the life skills, which shows that integrating life skills education in the school curriculum is critical and a timely need. [ABSTRACT FROM AUTHOR]

While visual literacy has been identified as a foundational skill in life science education, there are many challenges in teaching and assessing biomolecular visualization skills. Among these are the lack of consensus about what constitutes competence and limited understanding of student and instructor perceptions of visual literacy tasks. In this study, we administered a set of biomolecular visualization assessments, developed as part of the BioMolViz project, to both students and instructors at multiple institutions and compared their perceptions of task difficulty. We then analyzed our findings using a mixed-methods approach. Quantitative analysis was used to answer the following research questions: (1) Which assessment items exhibit statistically significant disparities or agreements in perceptions of difficulty between instructors and students? (2) Do these perceptions persist when controlling for race/ethnicity and gender? and (3) How does student perception of difficulty relate to performance? Qualitative analysis of open-ended comments was used to identify predominant themes related to visual problem solving. The results show that perceptions of difficulty significantly differ between students and instructors and that students' performance is a significant predictor of their perception of difficulty. Overall, this study underscores the need to incorporate deliberate instruction in visualization into undergraduate life science curricula to improve student ability in this area. Accordingly, we offer recommendations to promote visual literacy skills in the classroom. [ABSTRACT FROM AUTHOR]

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students. [ABSTRACT FROM AUTHOR]

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This study examined the effects of life design counselling on secondary students with career indecision in a resource-constrained community. Non-probability, purposive sampling was utilized to select 91 secondary students from two schools (intervention group: N = 17, mean age: 18.00; SD = 1.06; comparison group: N = 74; mean age: 17.41; SD = 1.47). A mixed-methods intervention within a pre-test/post-test quasi-experimental design was employed. Data was generated using the Career Adapt-Abilities Scale and the Career Decision Difficulties Questionnaire. The Mann-Whitney U test and related-samples Wilcoxon Signed Rank Test were used to examine the outcomes. The participants did not exhibit a decrease in career indecision after the intervention but there was an increase in their curiosity. The intervention should be repeated in longitudinal research with larger samples of diverse participants and different designs and assessment measures. [ABSTRACT FROM AUTHOR]

This article draws from curricular analysis and ethnographic methods in school and community spaces where young people live, learn, and work in Kenya's Kakuma Refugee Camp. We describe how formal citizenship education intended for Kenyan citizens is mediated by teachers working in refugee-serving schools. Our analysis shows how these messages, often scarce and decontextualized, orient refugees to project an imagined future of stability, obscuring the skills needed to navigate the uncertainty they will encounter as noncitizens enduring protracted exile. Examining refugee youth transitions after completing their schooling, we document 'slips' in the gaps between the civic knowledge, skills, and dispositions promoted in schools and those required within a limited opportunity structure dominated by a relief economy. Beyond school, we examine pathways that young refugees charted through apprenticeships within the informal economy, leveraging their social networks, gaining life skills, and enacting civic commitments while honing more sustainable livelihoods in exile. We argue that education's value cannot be contingent on belonging or citizenship status and suggest that the contextualized nature of practice-based learning entailed through apprenticeships enables young refugees to create community through everyday participation, where social relationships both facilitate civic learning and are an outcome of that learning. [ABSTRACT FROM AUTHOR]

The National Education Policy (NEP) 2020 in India marks a significant shift in the education landscape, with a strong emphasis on holistic development and experiential learning. This research article explores how the NEP-2020's provisions for experiential learning are influencing the personality development of professional students. Through surveys and interviews with students, educators, and experts, this study reveals the transformative potential of experiential learning in shaping well-rounded professionals. Higher education plays a pivotal role in shaping the personalities of students, preparing them not only for careers but also for life. This research article delves into the profound impact of experiential learning in higher education on students' language proficiency and personality development. It explores how experiential learning fosters personal growth, enhances language skills, soft skills, and cultivates well-rounded individuals ready to face the challenges of the real world. [ABSTRACT FROM AUTHOR]

Life skills education helps to bridge the gap between basic capabilities and functioning. It improves the ability of an individual to fulfill the demands and needs of the society and significantly strengthens the aptitude to handling with the problems and issues in a good manner to get desired practical behavior. The purpose of this study was to evaluation of the curriculum of English language grades I-V in the context of life skills education at primary schools in Pakistan from the perspective of the teachers involved. Five hundred (N=500) male and female teachers were selected from 100 primary schools on equal basis. The analysis revealed that life skills education was significant for students. Sub-themes were sufficient for students at primary level. On the basis of study the study the researcher recommended that life skills education should be included in the content of other subjects to meet the global needs. [ABSTRACT FROM AUTHOR]

Approximately one million Nationalist (Kuomintang) mainland Chinese and their families retreated to Taiwan in 1949, having lost China to the Communists. Taiwan had recently emerged from Japanese colonization of 1895-1945 with a population mostly of Fujian, Guangdong, and Hakka descent, whose ancestors had migrated across the Taiwan Strait during the Ming and Qing dynasties (1368-1911), subduing the indigenous Austronesian peoples. The historical conundrum of Taiwan, thus, culminates in 1949 when Nationalist soldiers arrived with their weapons and young families. Was this flood of military personnel and civilians an occupation force, taking over control from the Japanese Empire and from southern China’s settler-colonizers of aboriginal lands? Were they war refugees? Were they both or something else altogether, awaiting half a century later their proper name? Dubbed by Wu Zhuoliu as Orphan of Asia (1945), Taiwan has long been a convenient waystation for the Portuguese, Dutch, Spanish, British, Japanese, and even dynastic Chinese colonizers to stop and replenish, or even to settle. Taiwan has been the “founding foundling” fathered and abandoned by these foreign masters, the last one in 1949 claiming to be Taiwan’s biological father. This essay focuses on novels and short stories, personal and historical accounts, and films of that fraught moment when refugees, some with guns, fled to Taiwan for dear life, crushing other lives in their wake. Their settling in unsettled those who had already settled there, a karmic cycle entirely man-made. Specifically, I explore the shared literary motif of laobing (老兵, old soldiers or Nationalist veterans, in the plural or the singular) as pedophiles, perverts, and phantoms. Represented largely by second-generation waishengren (外省人) or mainlander writers, many of these old soldiers or veterans—armed no longer with guns, but fetishized as phantasmagoric phalluses—had relocated to Taiwan without much education and life skills, some of whom even drafted at gunpoint in China, the so-called “snatched soldiers.” One of the most wretched groups in postwar Taiwan without money and family, laobing-cumsexual predators displace the ambivalent subconsciousness of Nationalist refugees with guns and their children, who project their collective trauma and sin onto the scapegoat in their midst. Although deemed strangers ill-adapted to the island, laobing, ironically, embody Taiwan, the orphan ghosts that come in handy as tropes since they can be unhanded anon. Waishengren and Taiwanese writers do unto laobing—the sacrificial lamb straitjacketed in wolf’s clothing—what China and the international community have done unto Taiwan. [ABSTRACT FROM AUTHOR]