Journal articles on the topic 'High schools China Administration Case studies'

The present study compared socio-educational policies and argumentation in Sweden and Finland during Covid-19 pandemic in March-May 2020. Countries were selected, first, due to similar tuition-free basic education, which performed high in global surveys. Second, no pandemic socio-educational research existed from Nordic countries. National responses were different. Sweden kept the society open, while Finland declared emergency and partially closed the schools. Research method was hermeneutic and phenomenological. The data discussion triangulated 1) statements/information of central administration, 2) instructive releases, 3) related educational, pandemic, and other research, and 4) responses by stakeholders. The findings were surprising. The policy and argumentation strategies failed. Central administration was observed to underestimate the guardians, let alone their needs for argumentation. Swedish policy obscured mandates and restricted information, while declining trust and, finally, causing the data failure. Finnish policies faced similar challenges. However, no break in schoolwork took place, but remote learning was successful in epidemiologic and curricular senses. Moreover, Finland revealed that most school closure studies were contextually outdated. Success occurred in operational level collaboration of homes and schools. More multidisciplinary studies are needed for improved pandemic responses.

Kosovo is a small country that was first declared an independent state on 17 February 2008. Albanians make up 90% of the overall population, whereas the Serbs, Turks, Bosnians, and Roma make up to 10% of the total population as the minority group. Before 1999, Kosovo was part of the Yugoslav organization, but after the March –June 1999 conflicts, the North Atlantic Treaty Forces (NATO), thus bringing Kosovo under United Nations administration (Solana, 114-120). Post-conflict recovery is heavy for Kosovo as it entails rebuilding numerous systems' infrastructure for both the healthcare system and education system (Solana, 114-120). The infrastructure and procedures need to be carefully reorganized to curb both communicable and non-communicable diseases to restructure family care and also to better the education provided in Kosovo. The new state is experiencing a slow economic growth rate of less than 4% causing a slow growth rate of both the education and the healthcare system. This rate of economic growth is caused by almost half of the Kosovo people being unemployed and young. The state of the education system in Kosovo has been affected by many different players that have over the years disintegrated the education system and particularly left adverse effects on children and women. According to the PISA international exam for international students OECD exam that was conducted to test the ability of learners to study, Kosovo students became the last three position out of the 73 counties that took the test for math and reading. This shows that the quality of education at these schools is still low. This indicated poor planning in the Kosovo education system for instance the high congestion in schools since due to the overcrowding, students do not get to experience the personalized teaching they require hence both the learners and teachers end up feeling stressed, poor funding for schools in Kosovo, poor working standards and low salaries for teachers. These reforms were to help Albania to reform from the adverse effects of conflict by the Serbians. The aim of these reforms for both healthcare and education was to improve the current unfavorable conditions like lack of equipment as the learners would sit on the floor and write on each other’s backs and hospitals lacked equipment for work.

Although the results of the final examination in Indonesia were the dominant factor in determining high school graduation, the public still did not know how the examination was administered nor how results were used to determine student graduation. Despite its importance, no comprehensive studies about its implementation have been conducted. The present study investigates the implementation of school-based assessment (SBA) in upper secondary schools focusing on the development and administration of the English writing test. This particular test was not covered in the English national examination. Twenty-one schools were surveyed, selected through stratified random sampling. In-depth case studies were conducted in three selected schools representing fully implementing school (FIS), moderately implementing school (MIS), and partially implementing school (PIS). The majority were categorized as PIS. This study suggests that the way in which examinations were implemented needs serious consideration, especially in light of the new regulation that student graduations are based on the result of the school examinations and no longer on the result of the national examination.

Schools as educational institutions should always do quality improvement in the administration of education. Students whoattend school can be seen from the participant's point of view. Educational services needed by students can be done byselecting schools. For this reason, this study discusses the educational needs needed by students in continuing the educationexpected from junior high school to high school. This research uses a qualitative method using case studies. The studyparticipants consisted of six ninth grade students who were returned to secondary education. Data is collected by interviewsconducted based on the purpose of the study. Analysis of interview data using general stages according to McDury. Thefindings of this study include: dimensions of physical evidence, guarantees, and reliability of education services. Learners'needs related to physical factors, the process of teaching and learning activities and learning outcomes that exist in students.Related to schools making planning and supervision that requires the needs and infrastructure, teaching staff, and curriculumby taking into account the aspirations and needs of students to suit the needs of quality educational needs.

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

Urban soil is generally contaminated to a variable degree depending on its proximity to contamination sources. Traffic is one of the main sources of urban contamination; lead (Pb) from the use of leaded petrol, zinc (Zn) and cadmium (Cd) from tyre wear, antimony (Sb) from break pads, and the platinum group Nelements (PGEs) from the wear of catalytic converters, are some typical elements that often reach high concentrations in the urban environment. Lead was also a key ingredient in white paint, and in towns with a high proportion of white wooden houses very high concentrations were found in soil. Crematoria can or have emitted mercury (Hg). Coal and heavy oil fired municipal power and heating stations emit sulphur (S), silver (Ag), vanadium (V), bromine (Br) and barium (Ba). The use of impregnated wood may have resulted in high concentrations of arsenic (As), especially in kindergartens (nursery schools) and playgrounds. Building materials (plaster and paint) may also contain high concentrations of organic contaminants, especially polychlorinated biphenyls (PCBs), which again end up in urban soil. Coal and wood burning, the use of diesel fuel, and the production of coke, all lead to the emission of polycyclic aromatic hydrocarbons (PAHs). There exist countless other sources of local contamination in towns, and there is thus every reason to be concerned about the quality of the urban environment, and the suitability of soil for sensitive land uses, such as schools, playgrounds, parks and vegetable gardens. Contaminated urban soil may contaminate indoor dust and, therefore, to an increased human exposure to toxic chemicals. Consequently, the distribution of toxic contaminants in urban soil needs to be documented and known by city administration to avoid costly mistakes in land use planning, and further spreading of highly contaminated materials. The EuroGeoSurveys ‘Geochemistry’ Expert Group during the compilation of a proposal to the Directors for a European wide urban geochemistry project, using a harmonised sampling and analytical methodology, it discovered that many urban geochemical studies have been performed in Europe by National Geological Surveys, which are not known to the wider geoscientific community. Since, the results of these studies are directly related to our quality of life, the EuroGeoSurveys ‘Geo-chemistry’ Expert Group decided to publish at least one case study from each country in a book,which will be available in the second half of 2010. A concise description of some of these studies will be given in this paper.

Rapid urbanization in China has transformed many rural areas from agriculture-dominated to diverse systems, but studies of rural morphology are limited compared to studies of urban settlement. This paper uses a fractal dimension (FD) value to analyze the change in rural morphology in Fujian Province, a region with a long history of rural settlement and rapid recent urbanization, and to explore the factors that influenced this change. We found that the rural FD value increased from 2000 to 2012 and that rural morphology was spatially heterogeneous. FD was generally lower than in urban areas but very close to a typical urban area value in the southeast coastal region. A structural equation model was used to identify key factors influencing rural morphology, which were natural conditions, rurality and economic development, while historic administration had the smallest positive effect. With a long history and unique administrative system, the spatial morphology of Chinese rural areas has shown characteristics distinct from compact urban or scattered rural areas. The urban planning method adopted by rural planners is not suitable in rural regions, because the planning potential of rural areas with high and low FD values varies. Although rural planning currently uses a very similar approach to urban planning, it should use a local, flexible and adaptive policy based on rural morphological characteristics.

Existing studies have explored parental play beliefs in the developed coastal cities in mainland China, leaving parents in developing areas unstudied. This study aimed to understand how these understudied parents view and engage in their children’s play at home, using Bronfenbrenner’s process–person–context–time (PPCT) model. Eight families were interviewed and observed to explore parental beliefs and practices regarding young children’s play at home. Thematic analysis showed that most parents appreciated the importance of play in children’s early development but did not know how to scaffold their children’s play activities. In addition, the high SES families supported child-led play (i.e., free play), whereas the lower SES families adopted traditional rule-based and adult-driven modes. Therefore, more parent education programs and support should be provided to lower SES families in these developing areas.

In the wake of the Apollo 8 mission on 21–27 December 1968, infamous atheist activist Madalyn Murray O’Hair threatened a lawsuit against the National Aeronautics and Space Administration (NASA). O’Hair, who had successfully fought against mandatory Bible reading and prayer in the public schools earlier in the decade, argued that NASA’s administrators knowingly violated the separation of church and state by allowing astronauts Frank Borman, William Anders and James Lovell to read from Genesis during their Christmas Eve broadcast from the moon’s orbit. The threat instantly garnered public attention due to O’Hair’s notoriety, particularly among evangelical Christians. Although the lawsuit was quietly dismissed a year later, letter-writing campaigns defending religious expression in outer space continued unabated, even after the last Apollo astronaut set foot on the moon’s surface in 1972. This article examines defences of prayer and Bible reading in outer space during the later Apollo missions from 1968 to 1976. It argues that these efforts reveal a favourable shift in evangelical attitudes towards the space programme – attitudes that were divided sharply prior to Apollo 8 were subsequently more unified as evangelicals combined the fight for prayer in outer space with other major battles over religious freedom. O’Hair’s lawsuit linked Apollo with evangelicals’ earthly concerns, prompting them to interpret American outer space exploration as an endeavour inextricably endowed with religious purpose. The emotional letters-of-thanks they penned and the strongly worded petitions protesting O’Hair they signed in the years following the Apollo 8 mission make a compelling case for incorporating the space programme more prominently into the broader historical discussion of evangelicalism in twentieth-century America.

As an open artificial ecosystem, the development of a city requires the continuous input and output of material and energy, which is called urban metabolism, and includes catabolic (material-flow) and anabolic (material-accumulation) processes. Previous studies have focused on the catabolic and ignored the anabolic process due to data and technology problems. The combination of remote-sensing technology and high-resolution satellite images facilitates the estimation of cumulative material amounts in urban systems. This study focused on persistent accumulation, which is the metabolic response of urban land use/urban land expansion, building stock, and road stock to land-use changes. Building stock is an extremely cost-intensive and long-lived component of cumulative metabolism. The study measured building stocks of Jinchang, China’s nickel capital by using remote-sensing images and field-research data. The development of the built environment could be analyzed by comparing the stock of buildings on maps representing different time periods. The results indicated that material anabolism in Jinchang is a distance-dependent function, where the amounts and rates of material anabolism decrease with changes in distance to the central business district (CBD) and city administration center (CAC). The cumulative metabolic rate and cumulative total metabolism were observed to be increasing, however, the growth rate has decreased.

This paper examines Special Tariff System (tokubetsu kanzei seido) and its role in the system of trade remedies in Japan. By particularly focusing on measures of anti-dumping, countervailing, emergency, and retaliatory duties the authors implement a comprehensive analysis on both theoretical background and empirical case studies of application of the Special Tariff System and identify peculiar features of its regulation by government authorities. This paper argues that the specificity of Japan’s Special Tariff System is mainly expressed in its institutional context, comprising of salient state regulation, lack of legal transparency and dispersion of the regulating acts on trade remedies in the system of Japanese legislation, pluralism of regulatory authorities and overlapping of their jurisdiction in managing the application of such measures. In addition, this paper provides a systematic view of current legislation on trade remedies in Japan and aims to identify the reasons of infrequent practical application of the Special Tariff System. The authors conclude that bureaucratic barriers, low integrity of the legislation on trade remedies, lack of cooperation between regulatory authorities, resource-based structure of Japanese import are the factors accountable for the infrequency of practical application of the System. Nevertheless, due to the increased import of goods from emerging economies in recent years, namely from China, Republic of Korea, and Taiwan, there is a high probability that the sphere of application of Japan’s Special Tariff System might be extended. Acknowledgments. The paper is prepared in the framework of Saint Petersburg State University’s projects №13.39.327.2014 “Trade remedies in the contemporary international trading system: applicability of international experience for the Customs Union of Russia, Belarus and Kazakhstan” and №13.54.1140.2014 “Scholarship program of JTI and Saint Petersburg State University”.

The delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world (Agier, 2014). Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by the United Nations High Commissioner for Refugees (UNHCR), these camp schools contribute today to the schooling of almost 3,5 millions of refugee children (UNHCR, 2019). Going beyond an idealized vision of education as a “basic human right” and an instrument of “protection,” this article looks at the ways in which humanitarian aid contributes to establishing the school norm in the margins of the Nation-States while at the same time being closely intertwined with the politics of controlling human mobility. Based on the case studies of schools in two Congolese refugee camps (in Tanzania and Rwanda), we explore which registers of legitimization and understandings of the child they are built on; how they are governed and negotiated on a daily basis by multiple actors; and how they are perceived by the students. What emerges from this analysis are a variety of tensions that characterize the dynamics of these schools: they simultaneously include their students in and exclude them from the dominant social order; they victimize them at the same time as they project them as future citizens, and they (re)produce the conditions of their confinement while creating opportunities for certain socio-spatial mobilities.

Purpose Despite increased focus on the importance of the time principals spend on instructional leadership, there is little research on practical ways to help principals manage their time to achieve this goal. The purpose of this paper is to examine the implementation of the school administration manager (SAM) process: a unique program designed to help principals orient their time toward instructional activities. Design/methodology/approach This mixed-methods study combines data from multiple sources including: case studies of four districts that involved interviews with principals and program staff in 16 schools; interviews with network-level staff and administrators; a survey of 387 principals and 378 program staff; and time use data collected by shadowers as well as a time-tracking calendar system for 373 principals. Findings Principals and their teams implemented the SAM process with relatively high fidelity. In addition, most participated in the program to increase time spent on instructional tasks. Indeed, principals’ time use shifted from managerial to instructional tasks as they implemented the program. However, there were important challenges related to the time and personnel resources required to implement the program as well as questions about the quality of the instructional leadership time spent. Originality/value This study describes not only time allocation, but also a process through which principals intentionally sought to shift their time toward instructional leadership activities. The insights gained from the implementation and outcomes of this process provide concrete direction for policymakers, practitioners and researchers looking for ways to change the time principals spend on instructional leadership.

AbstractOn June 23, 2020, Prolia® (denosumab) was approved by the National Medical Products Administration (NMPA) in the People’s Republic of China as the first monoclonal antibody for the treatment of postmenopausal women with osteoporosis at high risk of fractures. Its brand name in Chinese is 普罗力, a transliteration from the English name “Prolia”, which has an implied meaning of “to give strength to everyone”— a suitable name for a potent anti-resorptive therapy. The approval was supported by a novel marketing authorization application (MAA) that included data from Prolia’s global clinical trial program establishing favorable efficacy and safety, augmented by results from a real-world evidence (RWE) study confirming the effectiveness and safety of Prolia in clinical practice within Taiwan and Hong Kong. Key constructs for this registration-quality RWE study included the fit-for-purpose assessment of data quality, methodology and quantitative assessment of potential biases, good practices of study conduct, and reproducibility of results. Using data from clinical practice in Taiwan and Hong Kong to evaluate the benefits versus risks of Prolia treatment in ethnic Chinese women with postmenopausal osteoporosis, the RWE study results for effectiveness were comparable to efficacy demonstrated in the global clinical trial program and results for safety were consistent with the incidence observed in global post-marketing safety studies. While RWE is often used to monitor postmarket safety of drug products, support health insurance coverage decisions, and inform clinicians on real-world use of medicines, it has not been widely used to support regulatory approval for new medicines in lieu of clinical bridging studies in countries where such studies are required. Well-conducted registrational RWE studies can play a pivotal role in complementing the totality of evidence presented in an MAA. The benefits of such an approach include avoiding the collection of additional placebo-controlled trial data in populations where adequate ethnic characterization of efficacy, effectiveness, and safety may already exist from postmarketing sources, and accelerate access for patients to innovative medicines in important regions. Here, we describe a regulatory case study of a novel MAA incorporating RWE that provided important evidence to confirm the benefit:risk of a new drug and facilitated a label expansion to a new patient population.

This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To this end, the research uses case studies, analyzes in-depth interviews, and adopts an inductive stakeholder theory approach to identify and understand the motivations for the incorporation of the broad area of ERS in management education in relation to the schools’ main stakeholders, mainly students and their employers. The analysis of the data shows that individual motivations (individual level) and an articulated and embedded mission that incorporates different stakeholders (organizational/curriculum level) are strong predictors. Local regulations and legislation, along with the requirements from international accreditation agencies (institutions/environment level) are also predictors, although not that strong to go beyond the incorporation of a Corporate Social Responsibility (CSR)-related course in the curriculum of programs. Nevertheless, these CSR-related courses (organizational/curriculum level) are powerful mediators that create, as a minimum, awareness of ERS in MBA graduates who as a consequence modify their employment objectives. The data also show that the process leading to international accreditations (institutions/environment level), the expectation by employers that MBA graduates should have an ERS mindset/skills toolkit (institutions/environment level), and a hands-on, practice-based teaching methodology (organizational/curriculum level) can act as moderators. These findings show that business schools can become ERS predictors themselves, and to achieve this they need to have a better understanding of the different roles played by the different variables. This publication is based upon work from COST Action CA18215 – China in Europe Research Network, supported by COST (European Cooperation in Science and Technology), www.cost.eu.

Purpose: From the perspective of performance standards-based teacher education, this article aimed to address progress and challenges of China’s teacher preparation quality assurance system. Design/Approach/Methods: This review is based on policy review and case studies. Retrieving to the existing research literature, this research sorted out the policies related to the quality assurance system for university-based teacher preparation in China. Furthermore, this research selected teacher preparation programs from five cases of teacher education colleges of varied levels and used interviews to analyze their attitudes and measures. Findings: The analysis reveals that the quality system for university-based teacher preparation in China’s educational institutions has gone through two main stages: the building stage and the improvement stage. The internal policy tension in China’s teacher preparation quality assurance system is primarily centralized in the dissociation among and segmentation between the relevant standards for teacher education. There is a distinction between “soft” and “hard” policy standards, and reforming the teacher certification testing system also brings a test-oriented bias and a separation of evaluation from education. Institutions of higher education are expected to follow the path of potential-oriented development and concentrate on cooperative partnerships between local communities and schools so as to nurture innovative, professional future educators with high quality. Originality/Value: This article provides a comprehensive and detailed policy analysis as well as empirical evidence for the quality assurance system for university-based teacher preparation in China.

Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures. Overall, the results made it possible to deduce that COVID-19 is strongly associated with terms that are both characteristic and socially valued (disease, prevention, barrier measures, etc.) and, conversely, with rather negative terms (fear of dying, anxiety, sadness, helplessness, etc.). The identification of these representations is very useful because they make it possible to apprehend and understand the attitudes and behaviors of these students, which, therefore, implies the need to define the appropriate teaching methods to try to align these behaviors with the behaviors desired.

PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.Design/methodology/approachThis study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.FindingsResults identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.Originality/valueFew studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.

To date, a growing number of clinical studies have demonstrated the safety and health benefits from Baduanjin intervention. Based on this, our objective is to systematically retrieve and summarize the clinical studies on Baduanjin, with a view to providing more evidence-based evidence in support of the application of Baduanjin for healthcare, and to identify the shortcomings of existing research and provide feasibility suggest for further clinical research. Both four English language and four Chinese language electronic databases were used to search articles related to Baduanjin during 2000–2019. SPSS 22.0 software was used to analyze the data, and the risk of bias tool in the RevMan 5.3.5 software was used to evaluate the methodological quality of randomized controlled trials. A total of 810 publications were identified, including 43 (5.3%) systematic reviews, 614 (75.8%) randomized controlled trials, 66 (8.1%) nonrandomized controlled clinical studies, 84 (10.4%) case series, and 3 (0.4%) case reports. The top 10 diseases/conditions included diabetes, chronic obstructive pulmonary disease, hypertension, low back pain, neck pain, stroke, coronary heart disease, cognitive impairment, insomnia, and osteoporosis or osteopenia. The style of State General Administration of Sport of China in 2003 was the most commonly used version of Baduanjin, and Baduanjin was practiced with an average of 35 minutes, 1 or 2 times a day, 3–5 days per week, and a 18-week average duration. It is also worth noting that there were no serious adverse events related to Baduanjin intervention. Most studies were small sample size research, and the methodological quality of randomized controlled trials is generally low. The clinical studies of Baduanjin have a substantial quantity and evidence base. However, there are significant differences among different studies in the specific intervention measures such as style, intensity, duration, learning, and practice methods, which need to be further standardized and unified. Further high-quality designed and reporting studies are recommended to further validate the clinical benefits of Baduanjin.

The study aimed to enrich the educational literature by suggesting a method for managing secondary school based on addressing the forms of waste in operations and showing the role of change leadership in secondary school in eliminating operational waste through the use of a lean approach, improving secondary school operations and adapting them with the Lean approach to maximize added value, improve performance, and enhance job satisfaction. The study adopted a qualitative approach based on the case study method, and used a focus group interview, where 7 group interviews were conducted with 21 school staff, teachers, administrators, technical mentors, and heads of departments in the educational administration that the school subject to the case study follows. Through the focus group interviews, the pathways of value production were revealed in the secondary school, and the researcher was able in an inductive way to understand the main issues, ideas, and concerns related to waste in school operations. The study found: - There are five types of waste in secondary school: wasting teachers’ capabilities, wasting operations, wasting information, wasting material assets, and wasting leadership. - Implementation of two workshops on the Lean approach and how change leadership can use it to eliminate waste. By understanding the governing philosophy of the Lean approach and training in the application of its tools, you can lead change in Egyptian secondary schools, maximize the role of the school, enhance the capabilities of workers, and transform the high school into a real educational institution. - The case study demonstrated the possibility of applying the Lean approach to secondary school operations and its success in eliminating waste, which enabled the school leadership to improve the flow of operations and reduce work for teachers, and allowed the reinvestment of staff time in ways that lead to adding new value to existing operations. - Strong leadership is a necessary condition for using the Lean approach, and it should spend 80% of the effort when using the Lean approach on changing leadership beliefs, behaviors and practices; Because strategic leadership activities facilitate the use of the approach.

(1) Background: China is beginning to see increasingly complex real estate development dynamics as urbanization, industrialization and globalization advance. As a key driver of economic and social development in China’s cities, real estate has created prosperity while facing the risk of capitalization and a “hard landing”, making it increasingly difficult to bring it under control. (2) Methods: a new approach that integrates “evolution dynamics–driving mechanism–policy design” is constructed based on the Boston Consulting Group matrix, exploratory spatial data analysis, GIS and Geodetector, and this paper empirically studies the dynamics and driving mechanism of real estate development based on the case study of small county-level cities in Gansu, China. (3) Results: Firstly, real estate development in Gansu is characterized by significant spatial differentiation, heterogeneity and autocorrelation, and its distribution pattern comes into being from unsynchronized macroeconomic, population, social, industrial, institutional and policy development interweaved with the real estate control. Secondly, the real estate is diversified in spatiotemporal evolution models, and the cold and hot cities of different models are in quite different geographical patterns with high spatial agglomeration. Thirdly, there are many driving factors affecting the distribution patterns in real estate. These factors are in complex relationships and they are classified into three categories of “Scale–Contribution–Comprehensive”-oriented driving factor and three sub-categories of “Key–Important–Auxiliary” factors. Fourthly, the factors show large differences in the interaction effects, with the real estate industry scale influencing factors being dominated by bifactor enhancement and the economic contribution influencing factors being dominated by non-linear enhancement. Notably, factors such as permanent resident population, urbanization and government revenue have a strong direct influence on the industry scale and economic contribution of real estate, and factors such as expenditure, output value of industry, urbanization rate and number of secondary schools all have a strong interactive influence. (4) Conclusions: The cities are divided into four policy areas of comprehensive development, contribution improvement, scale growth and free decision. Furthermore, differentiated and adaptive measures are proposed for each zoning, which significantly improves the accuracy and synergy of urban real estate management.

Purpose: Since the prolonged sequestration management that was implemented in order to achieve lower infection and mortality rates, there has been a surge in depression worldwide. The correlation between the physical activity level and the detection rate of a depressed mood in college students should be of wide concern. A large number of studies have focused on the association between physical activity levels and a negative mood, but circadian rhythm differences seem to be strongly associated with both physical activity levels and mental illness. Therefore, this paper will examine the correlation between physical activity levels, circadian rhythm differences, and mental health levels in college students. METHODS: Data were collected through a web-based cross-sectional survey. In June and December 2022, questionnaires were administered to college students from three universities in Anhui, China. In addition to socio-demographic information, measures included the International Physical Activity Questionnaire-Short Form (IPAQ-SF), Morning and Evening Questionnaire-5 Items (MEQ-5), and Symptom Check List90 (SCL-90) scales. Correlation analysis was used to understand the relationship between physical activity and circadian rhythm differences in the three aspects of college student’s mental health. RESULTS: The analysis of the data led to the conclusion that 28.4% of the 1241 college students in this survey had psychological disorders. The physical activity level of male students was higher than that of female students, but the risk of having depressive tendencies was higher in female students than in male students. There was a significant negative correlation between the physical activity level and scl-90 scores (p < 0.01), which indicates that higher physical activity levels are associated with higher mental health. Circadian rhythm differences and scl-90 scores were significantly positively correlated among college students (p < 0.01), and night-type people had a higher risk of mental illness than intermediate-type and early-morning-type people. CONCLUSIONS: During the period of closed administration due to COVID-19, school college students experienced large and high levels of negative emotional phenomena due to reduced physical activity and public health emergencies. This study showed significant correlations between both physical activity levels and circadian rhythmicity differences and the degree of mental health of college students.

In recent years, the relationship between public housing and children's educational attainment has been a hotly debated topic in urban housing and education policy studies. Most studies on the subject have been based on experiences in western cities characterized by a diminishing and residualized public housing sector. It remains unknown whether the same mechanisms identified in the extant literature can be applied to make sense of the situation in alternative social and housing contexts. This study assesses the impact of public housing residence on the educational achievement of children in Hong Kong within a stable and resilient public housing sector. A propensity score matching estimation reveals that children aged 19–22 living in public housing are less likely to study for a degree in a local university and more likely to be not in employment, education or training than their private housing counterparts. Given the favorable physical and neighborhood environment characterizing public housing in Hong Kong, this negative relationship tends to suggest an account in connection with the restricted access to high-performing schools for public housing children. The paper challenges the perceived notion about the unambiguously positive social impact of public housing scheme in the context of Hong Kong. The case study points to the need for a place-specific analysis of the variegated mechanisms linking public housing with children's education. It highlights the practical implications for a closer integration of public housing and public school policies in Hong Kong.

Background:Increased awareness of the importance of MTX in rheumatic disease is leading to more MTX use in patients from TB-endemic areas. Current management guidelines for rheumatic disease address TB in the context of biologics but not MTX use.Objectives:To systematically review the published literature on TB rates with MTX ≤30 mg per week.Methods:We searched CINAHL, Embase, Global, MEDLINE and World of Science databases (Jan 1990 to May 2018) for terms including ‘methotrexate’ and ‘tuberculosis’. We also searched citations from review articles. Titles, abstracts or full manuscripts of the 4707 reports identified were screened independently by 2 reviewers to identify studies reporting TB in patients taking MTX. Study quality was assessed using the McGill Mixed Methods Appraisal Tool (MMAT). Data was extracted on TB incidence (new TB diagnosis vs reactivation of latent TB), and outcomes (pulmonary, dissemination, death) and safety of isoniazid, INH. Descriptive summaries are presented on studies providing outcomes in patients taking MTX ≤30 mg per week.Results:After removing duplicates and studies not meeting criteria or providing sufficient information, 31 studies were included (8 cohort, 7 case-control, 1 clinical trial, 15 case reports/case series). Only 27% of articles reported data from low to moderate human development index countries. Studies were of moderate quality. Seven case control studies were heterogeneous but most demonstrated a modest increased risk of TB with MTX (Table). Five cohort studies reported TB incidence rates in rheumatic disease (treated with MTX +/- biologics) ranging from 102-367.9/100,000 patient-years. These rates were generally higher than comparator general population rates. Two cohort studies of MTX in RA (without biologic) reported cumulative TB incidence in Maldova (12 TB cases in 44 RA patients, 27%) and in China (9/114, 7.9%). Other cohort studies generated rates of overt infection (143/100,000 patient years in Spain, higher if co-prescribed with corticosteroids and other immunosuppressants in South Africa), and latent TB rates detection (16/922 RA screened, 1.7%, in Canada). When reported, rates of extra-pulmonary TB were higher than comparator general population rates. One clinical trial (China), 2 cohorts (Japan, USA) and 2 case-series (Belgium, USA) evaluated safety of INH and MTX. Isoniazid-related hepatotoxicity and neutropenia were generally more common when taken with MTX, but were usually reversible.Conclusion:Despite a paucity of high-quality data, this review confirms that TB screening and clinical surveillance are needed in patients from TB-endemic areas who are prescribed MTX, particularly with co-administration of corticosteroids or other immunosuppressants. Isoniazid, if monitored, appears safe and prevents TB reactivation.References:Table .Case control studiesRegion (Year)DiagnosisTB with MTXTB without MTXOdds RatioMexico(1999)Mixed (4 RA)1/65/752.76Japan(2004)RA3/4717/1540.56Canada(2009)RA29/48321/10463.12Brazil(2010)Lupus2/31/57112Taiwan(2012)Psoriasis33/144464/23411.2Taiwan(2015)JIA4/3574/10262.90South Africa (2017)RA0/1340/18NAJIA=juvenile idiopathic arthritisAcknowledgments:Funded by the International League Against Rheumatism and McGill University Global Health Scholar AwardsDisclosure of Interests:Anna Davidson: None declared, Alize Gunay: None declared, Ines Colmegna: None declared, Diane Lacaille: None declared, Hal Loewen: None declared, Michele Meltzer: None declared, Rosie Scuccimarri: None declared, Yewondwossen Mengistu: None declared, Sasha Bernatsky: None declared, Carol Hitchon Grant/research support from: UCB Canada; Pfizer Canada

If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.

This study examines the influence of interest groups on a state's willingness to pursue their most favourable decision during a WTO dispute. States are committed to their WTO agreements, but they also have to act as a watchdog for their domestic industries in states that may not hold WTO agreements in high esteem. Interest group influence on the state has been examined through case studies, but never at the systemic level. I hypothesize that states being pressured by many interest groups are more likely to pursue a dispute into the higher levels of dispute resolution. I test this using data from the WTO as well as interests groups from around the world. I find that complainant states are more likely to be pressured by their interest groups to pursue a favourable outcome rather than settle or accept an earlier decision. I will go anywhere in the world to open new markets for American products. And I will not stand by when our competitors don't play by the rules. We've brought trade cases against China at nearly twice the rate as the last administration, and it's made a difference…. It's not fair when foreign manufacturers have a leg up on ours only because they're heavily subsidized. - Barack Obama, January 24, 2012

Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.

Abstract Background In recent five years, China's special education has entered a stage of rapid development, but insufficient attention has been paid to the psychological game technology in special education. Therefore, this paper attempts to use the research method of social network analysis to analyze the application and research status of psychological game technology in special education in China. Subjects and Methods 204 papers such as CNKI journals, academic papers and conference papers are selected as the research object. The keywords in the research field of psychological game technology in special education are extracted by SATI 4.0 and Gephi0.9.2 to generate a high-frequency keyword matrix. Finally, based on the social network analysis method, the keyword network composed of all high-frequency keywords is analyzed through macro analysis, central analysis and community analysis. At the same time, the state trait anxiety questionnaire was used. This study uses the state trait anxiety questionnaire to investigate the general anxiety of receiving special education, and then obtains the correlation between special education groups and general state anxiety and trait anxiety. The theoretical basis of this questionnaire is the concepts of state anxiety and trait anxiety proposed by Catell and Spielberger. The former describes an unpleasant emotional experience, such as tension, fear, anxiety and neuroticism, accompanied by hyperfunction of the autonomic nervous system, which is generally transient. Trait anxiety is used to describe the relatively stable anxiety tendency, which is a personality trait and has individual differences. It was compiled in Chinese by Spielberger et al. In 1980, it was translated into Chinese by Spielberger et al. STAI is composed of 40 descriptive questions with guidance and two subscales. Items 1-20 are state anxiety scale (S-AI). Half of them are items describing negative emotions and half are items describing positive emotions. This is mainly used to evaluate the immediate or recent experience or feeling of fear, tension, anxiety and neuroticism. Items 21-40 are called trait anxiety scale (T-AI), which is used to evaluate people's frequent emotional experience. Among them, 11 items described negative emotions and 9 items described positive emotions. Each item of STAI was scored at level 1-4. S-ai: 1 - none at all, 2 - some, 3 - medium, 4 - very obvious. T-AI: 1, almost none, 2, some, 3, often, 4, almost always. The subjects choose the most appropriate score according to their own experience. All positive emotion items are scored in reverse. The cumulative scores of s-ai and T-AI scales were calculated respectively, with a minimum value of 20 and a maximum value of 80, reflecting the degree of state or trait anxiety. The test results of STAI Chinese translation in China show that its reliability and validity are satisfactory and suitable for China. SPSS 11 for Windows software is used for data input and analysis. This paper makes an empirical study on the correlation between general state anxiety, trait anxiety and foreign language anxiety. Results There were few high-frequency keywords in the relevant research, and the frequency was higher than 10%. The descending order was “sand table game”, “special education”, “game”, “autism”, “children”, “sports game”, “game teaching”, “game therapy”, “autistic children”, “initial sand table” and “psychotherapy”, showing the hot changes of the relevant research; The density of the whole network is 0.132, which is small and the information flow is poor; Through the analysis of aggregation degree and network average path length, the network aggregation degree is 0.369 and the average path length is 2.313, indicating that there is a small world effect in high-frequency keywords; Sand table games, special education, autism, children and games have great influence in the network. They are located in the center of the network. The average centrality of the whole keyword co-occurrence network knowledge map is 4.5, and the overall centrality of the network is very low; Compared with other keywords, “sand table game”, “special education” and “children” are the core of the network, and have a higher degree of control over other keywords; Sand table games, special education, autism and children have a high degree of independence and are not controlled by other keywords; Through community-based analysis, six modules are found from 0 to 5 modules, of which 0 groups of communities are research hotspots, including sand table games, children, initial sand table, game technology, case studies, psychotherapy, attention deficit hyperactivity disorder, special education schools, psychological rehabilitation, behavioral problems, assessment, college students, mental retardation, Connors parents questionnaire and symptom questionnaire are the connecting parts of personality assessment. Conclusions Psychological game technology is a relatively small group phenomenon in the research field of special education in China. Narrow research fields, few research hotspots, relatively loose research contents, insufficient research depth, loose research contents and insufficient research depth often lead to the generalization of relevant research, and the information exchange and cooperative research in relevant research fields need to be strengthened. In short, we should fully consider the important influence of psychological games on emotion, actively pay attention to the changes of their psychological emotion and behavior and their impact on positive and active behavior, actively organize rich activities flexibly according to the psychological characteristics of this part of the group, strive to build a relaxed and harmonious living atmosphere, create friendly and mutual assistance relations, encourage and guide this part of the group, and adjust their psychology to the best state, Promote the healthy development of their good cognition and life. Acknowledgments This study was supported by the Foundation of 2021 General Project of Humanities and Social Sciences Research of the Ministry of Education: Research on Professional Quality Improvement Strategies for Special Education Teachers in County Areas of the Western Region in the New Development Stage (no. 21YJA880046 to Ma Xiao-lan).

It is my immense pleasure to share with you the first 2021 issue of Studies in Second Language Learning and Teaching. It brings together five papers reporting the findings of empirical studies as well as two reviews of very recent publications. The issue opens with the contribution by Mariusz Kruk, Mirosław Pawlak, and Joanna Zawodniak, who investigate changes in the levels of boredom experienced by 13 Polish university students majoring in English during four EFL classes as well as factors responsible for such fluctuations. Multiple sources of data were applied which included boredom-grids, where participants indicated the intensity of this negative emotion on a 7-point Likert scale at 5-minute intervals, class evaluation forms, narratives, semi-structured interviews with four students after each class, and lesson plans. A combination of quantitative and qualitative analysis demonstrated that boredom was indeed subject to between- and within-class variation, which resulted from various constellations of variables, with repetitiveness, monotony and predictability playing a key role. In the second paper, Xiaowan Yang and Mark Wyatt report a qualitative case study which examined teachers’ beliefs about learners’ motivation and their own motivational practices, and the actions they actually took in this respect in the classroom in the context of teaching English for Specific Purposes (ESP) in China. The analysis of the data collected from three university-level teachers of business English by means of pre-observation interviews, in-class observations and stimulated recall interviews yielded evidence for tensions between participants’ cognitions and practices they engaged in, showing that such mismatches negatively affect their self-determination. The existence of this cognitive disharmony is attributed to scarce opportunities for professional development, outdated knowledge about motivation and cultural influences. The theme of ESP also features in the following paper by Cailing Lu, Frank Boers and Averil Coxhead, who explored understanding of technical terms included in a list of technical words related to Traditional Chinese Medicine (TCM) with the aim of determining which of these terms should be emphasized during instruction. The requisite data were collected by means of a word association task, drawing on Read’s (1998) Word Association Test, as well as retrospective interviews from 21 BA students in China and New Zealand. The analysis showed that although the students manifested good understanding of the targeted items, especially high-frequency ones, some Chinese participants experienced difficulty understanding mid- and low-frequency words. By contrast, the Western learners mainly struggled with Chinese loan words, but their comprehension was not impacted by cultural differences. In the fourth paper, Bryła-Cruz reports the findings of a study which looked into the role of gender in the perception of English segments by Polish learners of English as a foreign language. The data were collected from 40 male and 40 female secondary school students who were asked to indicate the sound they heard in 20 sentences containing minimal pairs. The differences between males and females failed to reach statistical significance for most targeted segments and while the hierarchy of perceptual difficulty was not identical for both groups, it was similar, which suggests that differences between the sound systems of the first and second language might trump the mediating role of gender. In the final paper, Jesús Izquierdo, Silvia Patricia Aquino Zúñiga, and Verónica García Martínez shift the focus to the context of foreign language education in rural schools in southeast Mexico, zooming in on the challenges faced by generalist teachers, or non-language specialists, tasked with the job of teaching English. The data were collected by means of questionnaires administered to 155 such teachers in 17 schools and semi-structured interviews with those who manifested the greatest involvement in professional development. Using frequency analysis and categorical aggregation, the researchers show that generalist teachers are confronted with a wide array of problems related to their professional preparation, instructional techniques used as well as the sociocultural realities of L2 instruction in rural communities. In addition, only a few teachers are prepared to develop professionally, relying instead on limited strategies that help them combat the challenges they encounter. The issue also includes two book reviews by Jarosław Krajka and Mirosław Pawlak. The first book deals with the assessment of English proficiency among young learners while the second is devoted to research into learning and teacher psychology from the perspective of complex dynamic systems theory (Larsen-Freeman & Cameron, 2007). I am hopeful that all the contributions will provide food for thought to our readers and inspire them to further disentangle the intricacies of second language learning and teaching.

The first human case of COVID-19, caused by the novel coronavirus, was reported by health officials in the city of Wuhan, China, in December of 2019. The virus was identified as a novel coronavirus in early January 2020, and its genetic sequence was shared publicly on January 11, 2020. The novel virus, previously called 2019-novel coronavirus (2019-nCoV), is currently designated as the severe respiratory syndrome coronavirus-2 (SARS-CoV-2). On January 23, Wuhan was locked down, and the World Health Organization (WHO) declared a “public health emergency of international concern.” The viral genome of SARS-CoV-2 is around 29.8 kilobase, containing six major open reading frames. The most common clinical symptoms were fever, cough, fatigue, shortness of breath, dyspnea, muscle ache, headache, chest pain, vomiting, sore throat, and sputum production. The main mode of transmission is through respiratory particles. The incubation period is 3 to 7 days. Both asymptomatic and symptomatic patients seem to be infectious. Spike (S) proteins of SARS-CoV-2 seem to have a 10- to 20-fold higher affinity to the human angiotensin enzyme 2 (ACE2) receptor than that of SARS-CoV. The high affinity of S protein to theACE2 receptor, and the additional advantages offered by the transfection facilitators Furin and Neutropilin-1, likely, contributes to the rapid spreading of this novel virus. Since these receptors are highly expressed on a variety of cells, including vascular endothelial cells and adipose tissue, individuals with compromised function of these tissues drive greater infection and severity in patients with COVID-19. Global health experts estimate that one in five individuals worldwide could be at risk for severe COVID-19, due to underlying health conditions. There is a great need for a rapid, specific, cost-effective test for monitoring the infected individuals. Even though a 15- minute, antigen test was made available by Abbott recently, it seems that the schools, colleges, and business establishments lack the ability to use these tests effectively to keep their businesses open safely. Management of the infected individuals seems to be based on clinical symptoms that manifest as the disease progresses. The US Food & Drug Administration (FDA), has created a special emergency program for possible therapies, the Coronavirus Treatment Acceleration Program (CTAP). The program uses every available method to move new and emerging treatments as quickly as possible, keeping in mind the safety and efficacy of such therapies. According to the WHO report, there are currently more than 150 COVID-19 vaccine candidates under development. Several vaccines are in Phase 3 clinical trials. In an unprecedented effort, one of the experimental monoclonal antibody cocktails of Regeneron was used for therapeutic purposes when the US president was tested positive for COVID-19. There are no drugs or other therapeutics approved by the US FDA to prevent or treat COVID-19. The National Institutes of Health (NIH) have published interim guidelines for the medical management of COVID-19. In the absence of a cure, the only choice we all have is to follow the best practices recommended by the public health experts—use of face masks (coverings), frequent hand washing with soap, contact tracing of infected individuals, and quarantining COVID-19 positive individuals, till they are free of the highly infectious virus.

Development of novel medications for delivery of active ingredients with systemic absorption and high bioavailability is an actual challenge for modern pharmaceutical and medical science. Nowadays, the number of diseases of the central nervous system is continuously growing. These conditions lead to impairment of mnestic and intellectual brain functions, to a decrease in mental alertness and memory in particular, which results in deterioration in the quality of life, sometimes in disability and patients’ partial or complete dependence on other people. The existing variety of nootropics does not fully respond to modern criteria of clinical science and practice due to insufficient effectiveness and neuroavailability. Recently, scientists have drawn attention to the potential of intranasal administration for delivery of active ingredients with systemic effect to human blood flow. Intranasal administration for delivery of active ingredients will enhance neuroavailability and, thus, a therapeutic effect of drugs. At the Departments of Medicines Technology, Pharmacology and Medical Formulation of ZSMU, a composition of the novel medication containing N-phenylacetyl-L-prolylglycine ethyl ester for intranasal delivery was developed as the result of complex physical and chemical, microbiological and biopharmaceutical experiments. The medication contains 1 % of N-phenylacetyl-L-prolylglycine ethyl ester, 5 % of Glycerin and Poltava Bischofite (standardized solution prepared at the Department of Medicines Technology of ZSMU), Sodium carboxymethyl cellulose solution and Tween 80 (1 %). Given the above, the urgent task is to study some safety parameters of the developed dosage form. The aim of the research is to study some toxicological parameters, local irritative effect of and allergic response to an effective dose of created medication containing N-phenylacetyl-L-prolylglycine ethyl ester for intranasal delivery. Materials and methods. The created medications for intranasal delivery were used as materials for each test. These medications contained N-phenylacetyl-L-prolylglycine ethyl ester (Noopept) 1 %, Glycerin and standardized Poltava Bischofite (5 % each), Sodium carboxymethyl cellulose solution, and Tween 80 (1 %). N-phenylacetyl-L-prolylglycine ethyl ester (CAS №157115-85-0, obtained from Shijiazhuang Prosperity Import and Export Co., Ltd., China. Purity: ≥98 %), Poltava Bischofite (standardized solution prepared at the Department of Medicines Technology of ZSMU), Polysorbate 80 (obtained from Limited liability company “Synbias”, Kyiv), Sodium carboxymethyl cellulose (obtained from Limited liability company “Synbias”, Kyiv), Glycerin (obtained from Limited liability company “Synbias”, Kyiv), Benzalkonium chloride (obtained from Limited liability company “Istok-Plus”, Zaporizhzhia). A study of acute toxicity, allergic response and irritating effect on skin, and cutaneous anaphylaxis reaction was conducted on white rats. Local irritative effect (Conjunctival allergen provocation test, CAPT) of created medication containing N-phenylacetyl-L-prolylglycine ethyl ester for intranasal delivery was determined on guinea pigs in accordance with recommendations of the State Pharmacological Center of the Ministry of Health of Ukraine and other recommendations. Results were statistically processed by means of the standard statistical package of the licensed program Statistica for Windows 13 (StatSoft Inc., № JPZ804I382130ARCN10-J). For all analysis types the P-value <0.05 (95 %) was considered statistically significant. Results. One-time intranasal delivery of the maximum allowable volume of the medication under research (0.4 ml) to the rats weighing 100 g in a dose of 40 mg/kg did not result in death of any of 6 animals of the experimental group overnight. In the course of studying potential local irritative effect of the intranasal gel containing N-phenylacetyl-L-prolylglycine ethyl ester, two experimental animals out of 10 developed a slight reddening of the conjunctiva immediately after the administration. No changes in mucous membrane of the eyes were observed in other eight experimental animals. Daily application of the studied medication for intranasal delivery (0.5 g) to a shaved area of the lateral surface of the animals’ bodies (4 × 4 cm) during 5 days, and consequent one-time application of the intranasal gel containing N-phenylacetyl-L-prolylglycine ethyl ester (0.3 g), did not result in anaphylactic shock development. No visible reactions were detected in the experimental animals after 20 more skin applications of the intranasal gel containing N-phenylacetyl-L-prolylglycine ethyl ester during 4 weeks (5 times per week). The skin area exposed to application in animals of the control and experimental groups looked the same. Conclusions. Complex studies of some toxicological parameters (such as mortality, dynamics of body weight change, local irritative effect and allergic response to the effective dose of a novel medication containing N-phenylacetyl-L-prolylglycine ethyl ester for intranasal delivery) have been performed. Summarizing obtained results, it can be confirmed that the medication under study does not cause any local irritative effect and allergic response and does not demonstrate general toxic effects in case of its intranasal delivery. Thus, further research of the novel medication containing N-phenylacetyl-L-prolylglycine ethyl ester for intranasal administration has a potential perspective.

This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based teaching materials and media, the application of psychosocial learning and contextuallearning. Teachers carried out limited face-to-face learning by applying constructivist theory massively and gradually, starting from planning, the process of learning activities, and learning evaluation. In addition to the use of media and 5M learning models in this study, the application of constructivist theory in PTMT learning aimed to help students become more active and teachers as moderators be more innovative. Learning process carried out at the elementary school level was only 50 percent attendance at the maximum. The implementation of student-centered learning showed 45% was very good, 50% was good, 2.5% was good, 2.5% was not good. The results showed that the inhibiting factor for student-centered implementation was the limited duration of time in learning. On the other hand, there were also restrictions on interactions carried out in the classroom so that teachers experienced a decline in exploring the learning process. Keywords: constructivism theory. limited face-to-face learning, elementary school. References: Adiyono, A. 2021. Implementasi Pembelajaran: Peluang dan Tantangan Pembelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 5017–5023. Al Hakim, R.T.Y. 2021. Pembelajaran Online di Tengah Pandemi Covid-19, Tantangan yang Mendewasakan. Pembelajaran Online Di Tengah Pandemi Covid-19, Tantangan Yang Mendewasakan (Antologi Esai Mahasiswa Pendidikan Bahasa Inggris), 1. Alawamleh, M., Al-Twait, L.M., & Al-Saht, G. R. 2020. The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131 Anam, C. 2021. Analisis Kesiapan Pendidikan Vokasi Dalam Menyongsong Pembelajaran Tatap Muka Di Masa Pandemi Covid 19 (Studi Kasus di LP3I Malang). Jurnal Vokasi, 5(2), 112–118. Ananda, R., Fadhilaturrahmi, F., & Hanafi, I. 2021. Dampak Pandemi Covid-19 terhadap Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 5(3), 1689–1694. Barnová, S. 2020. The impact of Covid-19 pandemics on schools – challenges and new opportunities for a woman-owned organization. Journal Women’s Entrepreneurship and Education, 2020(3), 41–58. https://doi.org/10.28934/jwee20.34.pp41-58 Chalkiadaki, A. 2018. A Systematic Literature Review of 21 st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16. Chaturvedi, K., Vishwakarma, D.K., & Singh, N. 2021. COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121(July 2020), 105866. https://doi.org/10.1016/j.childyouth.2020.105866 Dewi, L., & Fauziati, E. 2021. Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 163–174. Dewi, W.A.F. 2020. Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89 Donthu, N., & Gustafsson, A. 2020. Effects of COVID-19 on business and research. Elsevier. Esterwood, E., & Saeed, S.A. 2020. Past Epidemics, Natural Disasters, Covid19, and Mental Health: Learning from History as we Deal with the Present and Prepare for the Future. Psychiatric Quarterly, 91(4), 1121–1133. https://doi.org/10.1007/s11126-020-09808-4 Fernandes, R., Ananda, A., Montessori, M., Firman, F., Putra, E. V., Naldi, H., & Fitriani, E. 2021. Adaptasi Dosen Digital Immigrant Terhadap Pelaksanaan Pembelajaran pada Masa Pandemi Covid-19. Jurnal Socius: Journal of Sociology Research and Education, 8(1), 59–72. Fitri, M. 2020. Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini. Child Education Journal, 2(2), 68–82. Ghosh, R. 2020. Impact of Covid-19 on children: Special focus on the psychosocial aspect. In Minerva Pediatrica (Vol. 72, Issue 3, pp. 226–235). https://doi.org/10.23736/S0026-4946.20.05887-9 Gleason, N.W. 2018. Higher Education in the Era of the Fourth Industrial Revolution. In Higher Education in the Era of the Fourth Industrial Revolution. https://doi.org/10.1007/978-981-13-0194-0 Gusty, S., Nurmiati, N., Muliana, M., Sulaiman, O. K., Ginantra, N. L. W. S. R., Manuhutu, M. A., Sudarso, A., Leuwol, N. V., Apriza, A., & Sahabuddin, A. A. (2020). Belajar Mandiri: Pembelajaran Daring di Tengah Pandemi Covid-19. Yayasan Kita Menulis. Husna, M., & Sugito, S. 2021. Eksplorasi Penerapan Pembelajaran Tatap Muka Terbatas pada Jenjang PAUD di Masa Kebiasaan Baru. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 1846–1858. Khan, A. 2017. Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15(2), 107–115. Khattar, A., Jain, P.R., & Quadri, S.M.K. 2020. Effects of the Disastrous Pandemic Covid 19 on Learning Styles, Activities and Mental Health of Young Indian Students-A Machine Learning Approach. Proceedings of the International Conference on Intelligent Computing and Control Systems, ICICCS 2020, Iciccs, 1190–1195. https://doi.org/10.1109/ICICCS48265.2020.9120955 Kuo, Y. C., Walker, A.E., Schroder, K.E.E., & Belland, B. R. 2014. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001 Lai, A.Y. kwan, Lee, L., Wang, M.P., Feng, Y., Lai, T.T. kwan, Ho, L. M., Lam, V. S. fun, Ip, M. S. man, & Lam, T. H. 2020. Mental Health Impacts of the Covid-19 Pandemic on International University Students, Related Stressors, and Coping Strategies. Frontiers in Psychiatry, 11(November). https://doi.org/10.3389/fpsyt.2020.584240 Lamb, J., & Lamb, W.A. 1975. Parent Education and Elementary Counseling. Lase, D., Ndraha, A., & Harefa, G.G. 2020. Persepsi Orangtua Siswa Sekolah Dasar di Kota Gunungsitoli Terhadap Kebijakan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora Dan Kebudayaan, 13(2), 85–98. Lyu, K. 2020. The implementation and effectiveness of intergenerational learning during the Covid-19 pandemic: Evidence from China. International Review of Education, 66(5), 833–855. https://doi.org/10.1007/s11159-020-09877-4 McEachin, A., & Atteberry, A. 2016. The Impact of Summer Learning Loss on Measures of School Performance. The Impact of Summer Learning Loss on Measures of School Performance. https://doi.org/10.7249/wr1149 Miles, M.B., & Huberman, A.M. 1994. Qualitative data analysis: An expanded sourcebook. sage. Mohammadyari, S. 2015. Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025 Nam, C. 2017. The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412–427. https://doi.org/10.1080/10494820.2015.1135173 Nissa, S.F., & Haryanto, A. 2020. Implementasi Pembelajaran Tatap Muka Di Masa Pandemi Covid-19. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 8(2), 402–409. Nuraini, H. 2021. Perjalanan Menuju Kebermaknaan Hidup Bersama PandemI. Nurkhasanah, E. 2020. Menyoal Pandemi Global Pada Pergeseran Pembelajaran Klasikal. Minda Guru Indonesia: Guru Dan Pembelajaran Inovatif Di Masa Pandemi Covid-19, 39. Okada, A. 2019. e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2), 861–875. https://doi.org/10.1111/bjet.12608 Pane, A., & Dasopang, M.D. 2017. Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333–352. Puncreobutr, V. 2016. Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2). Rahayu, G. D. S. 2020. Analysis of elementary school students’ mathematical resilience during learning during the COVID 19 Pandemic. In Journal of Physics: Conference Series (Vol. 1657, Issue 1). https://doi.org/10.1088/1742-6596/1657/1/012001 Rangkuti, A.N. 2014. Konstruktivisme dan Pembelajaran Matematika. Darul Ilmi: Jurnal Ilmu Kependidikan Dan Keislaman, 2(2). Rasmitadila. 2020. The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388 Roche, M. 2016. PBL trigger design by medical students: An effective active learning strategy outside the classroom. Journal of Clinical and Diagnostic Research, 10(12). https://doi.org/10.7860/JCDR/2016/21813.9015 Rozzaqyah, F. 2020. Urgensi Konseling Krisis dalam Menghadapi Pandemi Covid-19 Di Indonesia. Prosiding Seminar Bimbingan Dan Konseling, 136–143. Sanjaya, R. 2020. 21 Refleksi Pembelajaran Daring di Masa Darurat. SCU Knowledge Media. Siahaan, M. 2020. Dampak pandemi Covid-19 terhadap dunia pendidikan. Dampak Pandemi Covid-19 Terhadap Dunia Pendidikan, 20(2). Simanjuntak, M.F., & Sudibjo, N. 2019. Meningkatkan Keterampilan Berpikir Kritis Dan Kemampuan Memecahkan Masalah Siswa Melalui Pembelajaran Berbasis Masalah [Improving Students’ Critical Thinking Skills and Problem Solving Abilities Through Problem-Based Learning]. JOHME: Journal of Holistic Mathematics Education, 2(2), 108. https://doi.org/10.19166/johme.v2i2.1331 Simatupang, M.S., & Peter, R. 2020. Pergeseran Pembelajaran di Masa Pandemi. Suparlan, S. 2019. Teori Konstruktivisme dalam Pembelajaran. ISLAMIKA, 1(2), 79–88. Supriyanto, A., Rozaq, J.A., Santosa, A.B., & Listiyono, H. 2021. Uji Coba Persiapan Pembelajaran Tatap Muka Masa Normal Baru PAUD “Tunas Bangsa” Semarang. Jurnal Pengabdian Pada Masyarakat, 6(3), 753–763. Tanuwijaya, N.S., & Tambunan, W. 2021. Alternatif Solusi Model Pembelajaran Untuk Mengatasi Resiko Penurunan Capaian Belajar Dalam Pembelajaran Tatap Muka Terbatas Di Masa Pandemic Covid 19. Jurnal Manajemen Pendidikan, 10(2), 80–90. Turner, K.L., Hughes, M., & Presland, K. 2020. Learning Loss, a Potential Challenge for Transition to Undergraduate Study following COVID19 School Disruption. Journal of Chemical Education, 97(9), 3346–3352. https://doi.org/10.1021/acs.jchemed.0c00705 Ullah, R., Rana, M.S., Qadir, M., Usman, M., & Ahmed, N. 2021. Coronavirus Pandemic: a major public health crisis for the developed and developing world. The Journal of Infection in Developing Countries, 15(03), 366–369. Wachyuni, S.S., & Kusumaningrum, D.A. 2020. The effect of COVID-19 pandemic: How are the future tourist behavior? Journal of Education, Society and Behavioural Science, 67–76. Woolf, S.H., Masters, R.K., & Aron, L.Y. 2021. Effect of the Covid-19 pandemic in 2020 on life expectancy across populations in the USA and other high income countries: simulations of provisional mortality data. Bmj, 373.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 6. https://doi.org/10.1007/s11125-020-09464-3 Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Cakrawala Pendidikan ,. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Dong, Y., Dong, Y., Mo, X., Hu, Y., Qi, X., Jiang, F., Jiang, Z., Jiang, Z., Tong, S., Tong, S., & Tong, S. (2020). Epidemiology of COVID-19 among children in China. Pediatrics, 145(6). https://doi.org/10.1542/peds.2020-0702 Eliza, D. (2013). Penerapan Model Pembelajaran Kontekstual Learning (CTL) Berbasis Centra di Taman Kanak-Kanak. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 93–106. Fadlilah, azizah nurul. (2021). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

PurposeThis paper explores how leaders of new public high schools – one charter and two innovation schools – navigated the journey from school-in-theory to school-in-practice during the school's first three years. School leaders at charter and innovation schools have increased freedom over curriculum, budget, scheduling and personnel when compared to leaders in traditional public schools.Design/methodology/approachUsing case study research, this qualitative, multisite study of school leaders at three schools in an urban district in Colorado examined the realities leaders experienced during the first three years of their schools. School leaders participated in semi-structured interviews, which were coded and analyzed for data individual to each school and across the three schools. Initial school design plans and district accountability data were also reviewed.FindingsThe study identified two distinct challenges for leaders of these new schools: (1) opening a new school contributes to burnout among school leaders and (2) school leaders face systemic, district-level barriers that impede implementation of a school's founding mission and vision.Research limitations/implicationsA qualitative study of three standalone charter and innovation schools in one urban school district limits generalizability.Originality/valueThe lived experience of school leaders at new, standalone charter and innovation schools is largely neglected in empirical studies. This research illuminates key struggles school leaders experience as they seek to establish new schools with fidelity to district-approved school plans.

Purpose The purpose of this paper is to provide concrete examples of what leadership behaviors and strategies look like in high-poverty urban schools in Chicago that are successful at improving student outcomes. The authors compared the strategies used by principals who were rated by their teachers on annual surveys as being strong instructional leaders but had varying success in improving student outcomes for comparison. Design/methodology/approach This paper is part of a larger mixed-methods study exploring the link between leadership and student learning. For the qualitative portion of the study, the authors utilized a contrasting case study design (Merriam, 1998) to distinguish leadership practices in schools with improvements in student achievement from practices in schools with stagnating or declining student achievement. The authors conducted case studies in a total of 12 schools–6 schools with improving student achievement and 6 schools with stagnating or declining student achievement. For brevity, the authors chose 4 schools to highlight in this manuscript that best illustrate the findings found across the full sample of 12 schools. The authors coded each interview using both inductive and deductive coding techniques. Findings The study findings indicate that there are subtle but important differences between the strategies principals in improving and contrast schools use to lead school improvement efforts. Principals in improving schools were able to create learning environments where staff were open to new ideas and work together towards goals. Principals in improving schools were also more likely to create structures that facilitated organizational learning than principals in contrast schools. Originality/value This study is unique because the authors provide concrete examples of what principals do in their schools to help create strong learning climates that foster organizational learning and improvement. The authors also identify differences in leader practices and structures in schools that are having a harder time making improvements for comparison. The study findings can be used by principals and other educators to better understand which of their various efforts may result in stronger school cultures conducive to organizational learning as outlined in Louis' and colleagues' work.

Numerous research in linguistic landscape (LL) have shown that the languages exhibited on signage in city space can offer an abundant resource enabling language learning in “real-life” situations. However, there are rare studies investigate the pedagogical value from the perspective of the learners. Taking English as a Foreign Language (EFL) learners in China as research subjects, a qualitative and quantitative combined method was adopted in this study to survey three groups of students’ beliefs about the pedagogical value of LL (classified as senior high school students, undergraduate students, and postgraduate students). The findings show that almost students hold a positive attitude toward English in LL, but with the different knowledge base, learning methods and ideology of “standard” English usage, the learners show different perceptions towards the specific issues on to what extent the English in LL can help them to learn English.

The notion of educational development has merit in defining the nature of Tibetan school education in China, which operates under the Chinese centralized educational model. However, it would be simplistic to see all types of schools in Tibetan regions operating in a single dependency relationship regarding the educational content, teaching mode, and school management. Consequently, the author proposes considering the more complex situation of a syncretism of Tibetan and Chinese education systems. His proposition derives from his long-time participation, observation, and extensive interviews with school teachers, students, and administrators in a Tibetan private vocational high school in Amdo (Qinghai). This school has pioneered experimentation with a syncretic education model to resolve the tension and seek a balance between cultural continuity and social change by capitalizing on its interdependency situation. His research shows that promoting this syncretic education model in a multi-ethnic and multi-cultural country like China is worthwhile.

Business English was officially approved to be an undergraduate major in China in 2007, which set off throughout China a boom of establishing Business English as undergraduate majors in educational institutions. Students swarm towards schools with Business English programs assuming their high job prospects after graduation. This study is a follow-up study comparing the return of education investment for two groups of graduates in Business English, one group graduating in 2013 as the first graduates of Business English in Guangzhou, the other group graduating in 2017. Online surveys were conducted to investigate whether urban and rural students differ in terms of starting salary, job prospects and further study decisions after they've completed the same popular program, and how their family backgrounds might affect their education decisions. Four years ago, a pilot survey confirmed such a gap between rural and urban students in their jobs and future; but the follow-up study four years later find that a change is taking place: rural and urban graduates are hardly distinguishable in their salaries and career decisions. The comparison of the serial studies suggests a higher rate of return for rural graduates in Business English program. Although this is only a case study for one particular program, it provides a window to rethink how opportunities and challenges surface for rural students amongst China's education expansion and the national urbanization movement.

School dropout among girls is a serious worldwide problem, especially in developing countries like Tanzania, which still faces the problem of girls dropping out despite international, national, and regional initiatives and steps to advance girls' rights. Like achieving gender equality and empowering all women and girls, as stated in SDG goal number 5. This study explores the sociocultural factors leading to high dropout among girls at junior secondary school in the mara region, Tanzania. A qualitative analysis was conducted to investigate the extent to which the social-cultural factors led to the high number of girls failing to complete their junior secondary studies in the Mara region by using a semi-structured interview and documentary review. With the semi-structured interview, the author interviewed fifteen parents and guardians, ten teachers (including school directors), and twenty dropout girls who participated in the study's discussions. This brought the overall number of research participants to 45. The interviewees, both women, and men were purposefully selected to be relevant to the current study. The study found that early marriage, female genital mutilation, household activities, social attitude against educating girls, and low levels of education among parents lead girls to drop out of school. It is suggested that the stakeholders should emphasize girls' education to avoid gender disparity. The government and NGOs should educate society and ensure that education in the Mara region should be prioritized for both boys and girls. To provide girls who are the victims of FGM with a safe place to run to, the government should prioritize creating rescue centers inside the districts with the help of local administration and other child activists.

Pollen allergy has already been an increasingly prominent ecosystem disservice in tourism attractions. However, few studies have assessed the tourist risk of pollen allergy through integrating multidisciplinary knowledge of ecology, medicine, phenology, and risk management. Basing on the conceptual framework of risk assessment proposed by UNISDR, we first established an index system of pollen-allergy risk for tourists in attractions and outlined assessment methods 18 available indexes were put forward to cover three aspects: hazard of plant allergen, tourist vulnerability, and resilience of assessment units. Subsequently, taking the Summer Palace as the case study area, we conducted a tourist risk assessment of pollen allergy. Values of nine available indexes were obtained via ecological investigation, phenological observation, and data mining of visitors' logs on Sina Weibo. Risk levels of spring pollen allergy for tourists in different assessment units were revealed by combining the green zone allergenicity index model and three-dimensional risk assessment matrix. The results showed that: (1) There were seven primary pollen-allergenic plants in the Summer Palace, including Platycladus orientalis, Sabina chinensis, Salix babylonica, Pinus tabulaeformis, Populus tomentosa Carr, Morus alba L. and Fraxinus chinesis, among which Platycladus orientalis and Salix babylonica were the highest allergenic. (2) Among 18 spots, tourists faced the highest risk level of pollen allergy in spring at three spots, namely the Hall of Serenity, Hall of Benevolence and Longevity, and Gallery of Literary and Prosperity. (3) The two routes of the Long Corridor and Longevity Hill scored high on the risk level. (4) Among four areas, risk levels of the Front-hill and Rear-hill areas were high. Given the increasing spatial-temporal uncertainty of pollen allergy and tourist behaviors under global warming and urbanization, the related monitoring should be strengthened in the future. Furthermore, the dynamic and improved assessment of pollen-allergy risk should be institutionalized and be integrated into the evaluation of tourism experience quality. Tourism administration should make full use of relevant assessment results and conduct more effective risk communication.

Machiavellianism and Legalism exerted influences over bureaucratic administration, balance of power competition, among state empires and Realpolitik-oriented competition that may remain observable in today’s world of geopolitical security dilemma and structural power asymmetry, notwithstanding little advancement as they design in absolute terms due to domestic mechanism and confinement of a more modernising, inclusive, non-Realpolitik international norm upon political behaviours of state actors or supreme political decision makers. Both of these philosophical schools attach significance not to benevolence, righteousness, and morality in the realm of governance of both domestic affairs and foreign affairs, but rather to power supremacy of the rulers, and bestows and punishments combined according to the degree of consistency between the behaviours of officials and results of their performance, and even tricky usage of tactical deception if needed in response to the complicated Realpolitik affairs and arena partly because they presuppose human nature is not benign but evil, selfish and transactional mostly for the sake of narrow self-interests, especially in a Realpolitik-based environment that they observe and identify and that only the ends justify the means. This analytical essay methodologically seeks to utilise certain representative case studies of Ukraine-Russia geopolitical security dilemma and US-China structural dilemma in a more unpredictable world where Realpolitik remains observable but its methodology is insufficient, for the purpose of dialectically evaluating potential theoretical merits and demerits of Machiavellianism and Legalism. Briefly, these two philosophical schools facilitate state actors, supreme decision makers and research analysts to undertake maximum non-emotive, rational observation of an authentic geopolitical world in a physical sense as it literally is, but they probably omit the normative progressive philosophical notion of reshaping an international arena on a normative basis of minimum zero-sum-game mentality and minimum vicious structural competition and confrontation and of possibility of interstate cooperation beyond the Realpolitik framework.

In the age of globalization, studies of cultural representations in foreign language textbooks take account of cultural sustainability. This article reports on a case study of cultural representations in two English language textbook series that are widely used in senior high schools in China. The study investigated whether the cultural representations in these textbooks contribute to the development of local cultural sustainability. Content analysis was employed to examine the texts used in these textbooks, with references to the synergy of the theoretical frameworks of cultural sustainability and world Englishes. The study results indicate that there is an imbalanced cultural representation with respect to the categories of international cultures and national culture in these textbooks. The results point to the cultures of the inner circle countries (BANA: Britain, Australasia, and North America) being predominant, while the representation of Chinese culture has a low profile. As these textbooks are an important learning and teaching resource in China, they have the potential to play a significant role in influencing learners’ worldviews as they develop their understanding of different cultures. The imbalanced presentation of culture may in turn lead to a biased worldview where learners, rather appreciating cultural diversity, may instead discriminate against certain cultures. The implications for redressing the imbalance in cultural representation and cultural sustainability are discussed.

AbstractThe study is to evaluate the performance of ocular biometric measures and uncorrected visual acuity (UCVA) for detecting myopia among Chinese students. Among 5- to 18-year-old Chinese students from two cities of China, trained eye-care professionals performed assessment of ocular biometrics (axial length (AL), corneal curvature radius (CR), anterior chamber depth) under noncycloplegic conditions using NIDEK Optical Biometer AL-Scan, distance visual acuity using retro-illuminated logMAR chart with tumbling-E optotypes, and cycloplegic refractive error using NIDEK autorefractor with administration of 0.5% tropicamide. Spherical equivalent (SER) in diopters (D) was calculated as sphere plus half cylinder, and myopia was defined as SER ≤ − 0.5 D. Performances of ocular biometrics and UCVA (individually and in combination) for detecting myopia were evaluated using sensitivity and specificity, predictive values, and area under ROC curve (AUC) in both development dataset and validation dataset. Among 3436 students (mean age 9.7 years, 51% female), the mean (SD) cycloplegic SER was − 0.20 (2.18) D, and 1269 (36.9%) had myopia. Cycloplegic SER was significantly correlated with AL (Pearson Correlation coefficient r = − 0.82), AL/CR ratio (r = − 0.90), and UCVA (r = 0.79), but was not correlated with CR (r = 0.02, p = 0.15). The AL/CR ratio detected myopia with AUC 0.963 (95% CI 0.957–0.969) and combination with UCVA improved the AUC to 0.976 (95% CI 0.971–0.981). Using age-specific AL/CR cutoff (> 3.00 for age < 10 years, > 3.06 for 10–14 years, > 3.08 for ≥ 15 years) as myopia positive, the sensitivity and specificity were 87.0% (95% CI 84.4–89.6%) and 87.8% (86.0–89.6%), respectively, in the development dataset and 86.4% (95% CI 83.7–89.1%) and 89.4% (95% CI 87.3–91.4%), respectively, in the validation dataset. Combining AL/CR and UCVA (worse than 20/32 for age < 10 years, and 20/25 for ≥ 10 years) provided 91.9% (95% CI 90.4–93.4%) sensitivity and 87.0% (95% CI 85.6–88.4%) specificity, positive value of 80.6% (95% CI 78.5–82.6%) and negative value of 94.8% (95% CI 93.8–95.8%). These results suggest that AL/CR ratio is highly correlated with cycloplegic refractive error and detects myopia with high sensitivity and specificity, AL/CR ratio alone or in combination with UCVA can be used as a tool for myopia screening or for estimating myopia prevalence in large epidemiological studies with limited resources for cycloplegic refraction.

The contradiction between experts’ research (or theory) and practitioners’ practice has plagued public administration for over a century. However, this study emphasizes that experts themselves are not exactly the same. To address the contradiction between research and practice and to improve the role of experts, we need not only to improve the collaboration between experts and practitioners but also to strengthen the collaboration between research-oriented and practice-oriented experts. Using desertification control experiences in 12 counties in northern China as policy examples and through case studies and analysis of a survey of more than 4000 individuals, the study finds that the collaboration with high participation of both research-oriented and practice-oriented experts had the highest governance performance, due to reducing information and knowledge asymmetry, enhancing trust, and strengthening expert participation in public governance. The study also reveals that there are eight institutional design principles that are important for the success of experts’ participation. These principles emphasized knowledge and experts themselves, experts’ relationship with other social actors, and external support (support from laws and regulations and financial support). The study is enlightening to policy makers and public administrators in their endeavor to integrate research (theory) and practice, design public policy, and maximize the use of their knowledge and expertise to advance the cause of public administration.

Aims: MBA and EMBA students in higher power distance countries such as Taiwan used to listen lectures, not to express their opinions and discuss issues at classes openly. We used case method and online education software for teaching David's (2015) Strategy-Formulation Analytical Framework at the course of Strategic Management. MBA and EMBA students in Taiwan were pleased to submit their opinions by the on-line software; therefore, teachers can lead them to solve problems by discussing cases. Study Design: We used the case method and online educational software to teach Strategy-Formulation Analytical Framework for MBA and EMBA students in a university in Taiwan. Place and Duration of Study: Studies carried out at one university in Taiwan between 2016 and 2017. Methodology: Our sample came from around 40 MBA and EMBA students who attended Strategic Management courses in a university in Taiwan. Results: At the end of the courses, MBA and EMBA students can use the David’s Strategy-Formulation Analytical Framework in other industries such as tourism and higher education industries. Conclusion: Teaching in higher power distance countries are quite difficult to use case method since most students has been trained to listen teachers' lectures from primary schools. Although some students would be asked to answer questions, but most of the students in class felt it's not their business. Combining case methods and online education software may allow all students in class to submit their opinions and listen to other's opinions. We recommend teachers in Asian countries with high power distance and low individualism, such as China, Japan and Korea use this teaching method.

Background: This study assessed the effects of esmolol injection in patients with in-hospital cardiac arrest (IHCA) with refractory ventricular fibrillation (VF)/pulseless ventricular tachycardia (pVT).Methods: From January 2018 to December 2021, 29 patients with IHCA with refractory shockable rhythm were retrospectively reviewed. Esmolol was administered after advanced cardiovascular life support (ACLS)-directed procedures, and outcomes were assessed.Results: Among the 29 cases, the rates of sustained return of spontaneous circulation (ROSC), 24-h ROSC, and 72-h ROSC were 79%, 62%, and 59%, respectively. Of those patients, 59% ultimately survived to discharge. Four patients with cardiac insufficiency died. The duration from CA to esmolol infusion was significantly shorter for patients in the survival group (SG) than for patients in the dead group (DG) (12 min, IQR: 8.5–19.5 vs. 23.5 min, IQR: 14.4–27 min; p = 0.013). Of those patients, 76% (22 of 29) started esmolol administration after the second dose of amiodarone. No significant difference was observed in the survival rate between this group and groups administered an esmolol bolus simultaneously or before the second dose of amiodarone (43% vs. 64%, p = 0.403). Of those patients, 31% (9 of 29) were administered an esmolol bolus for defibrillation attempts ≤ 5, while the remaining 69% of patients received an esmolol injection after the fifth defibrillation attempt. No significant differences were observed in the rates of ≥ 24-h ROSC (67% vs. 60%, p = 0.73), ≥ 72-h ROSC (67% vs. 55%, p = 0.56), and survival to hospital discharge (67% vs. 55%, p = 0.56) between the groups administered an esmolol bolus for defibrillation attempts ≤ 5 and defibrillation attempts &gt; 5.Conclusion: IHCA patients with refractory shockable rhythms receiving esmolol bolus exhibited a high chance of sustained ROSC and survival to hospital discharge. Patients with end-stage heart failure tended to have attenuated benefits from beta-blockers. Further large-scale, prospective studies are necessary to determine the effects of esmolol in patients with IHCA with refractory shockable rhythms.

As no specific standard therapies have been approved for Coronavirus disease 2019 (COVID-19), so prevention and supportive care dominate the approach to COVID-19. Exposure to this severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) results in an adaptive immune response that commonly include antibodies with neutralization activity. Treatments directly targeting the virus and the inflammatory response to it remain investigational. Convalescent plasma (CP) is such a therapy that had been reported hundred years back in studies from the Spanish influenza era. So the idea of convalescent plasma from subjects who have recovered from viral infections has been used to both prevent or treat disease. Over the past two decades’ notable examples of the successful use of convalescent plasma (CP) include influenza, measles, Middle East respiratory syndrome (MERS), Ebola and severe acute respiratory syndrome (SARS). Two case series were recently published by China examining the therapeutic use of CP in patients with COVID-19. In the context of pandemic situation, the Food and Drug Administration (FDA) allowed to use COVID-19 convalescent plasma as Investigational New Drug (IND) since April 2020 to help patients with serious or immediately life-threatening illness associated with COVID- 19. Case series studying convalescent plasma use in the treatment of COVID-19 have been promising, but additional, high-quality studies are needed to determine the efficacy of the treatment when applied for prophylaxis, for early phases of illness and for severe illness. Bangladesh also started program to use convalescent plasma for severe and critical COVID-19 patients under limited clinical trial. J Bangladesh Coll Phys Surg 2020; 38(0): 109-115

Abstract Background Depressive symptoms among adolescents are a serious health concern around the world. Altered DNA methylation in the FK506 binding protein 5 (FKBP5) gene has been reported to regulate stress response, which has been reported to be closely associated with depressive symptoms. However, most of the contributing studies have been conducted among adults and relatively few studies have considered the effect of disparate social influences and sex differences on the DNA methylation of FKBP5 in persons with depressive symptoms. The present study aimed to test the associations of FKBP5 DNA methylation and depressive symptoms among adolescents and explore possible sex differences in the foregoing associations. Methods This study was conducted using a nested case-control design within a longitudinal cohort study from January 2019 to December 2019. Adolescents aged 12 to 17 years from 69 classes in 10 public high schools located in Guangdong province of China participated in this research. Students with persistent depressive symptoms that reported having depressive symptoms at both baseline and follow-up were treated as the case group, and those without depressive symptoms were randomly selected as the control group. Our study finally included 87 cases and 151 controls. Quantitative methylation analyses of the selected gene were carried out by MassARRAY platform System. Results The overall DNA methylation trend of FKBP5 CpG sites in the case group was lower in comparison to the control group. Compared to healthy controls, lower methylation percentage of FKBP5-12 CpG 1 was observed in adolescents with persistent depressive symptoms after adjusting for covariates (case: 0.94 ± 2.00, control: 0.47 ± 0.92; F = 5.41, P = 0.021), although the statistical significance of the difference was lost after false discovery rate correction (q > 0.05). In addition, the hypomethylation of FKBP5-12 CpG 1 was approaching significance after adjustment for social-environmental factors (aOR = 0.77; P = 0.055), which indicated that no independent association was detected between hypomethylation of FKBP5 CpG sites and persistent depressive symptoms. Furthermore, in the present study, we were unable to identify sex differences in the association of FKBP5 gene methylation with depressive symptoms. Conclusion The decreased methylation level of FKBP5 was observed in adolescents with persistent depressive symptoms, albeit non-significant after correction for multiple testing. Our results presented here are preliminary and underscore the complex gene-environment interactions relevant to the risk for depressive symptoms.