Academic literature on the topic 'Wa 31 m48945 2006'

This paper examined the aesthetics and politics of writing African literature in local vernaculars as opposed to writing in what proponents of this discourse have termed as colonial languages, like English and French, amongst others. The focus of this article is on the writings of Ngũgĩ wa Thiong’o, the most vocal critic of ‘imperial languages’, and also an ardent advocate for African languages as well as a practitioner of his vernacular language, where most of his published fictional works are in his native Gĩkũyũ language of Kenya. This paper then critically examines Ngũgĩ wa Thiong’o’s application of the Gĩkũyũ language in his novel Mũrogi wa Kagogo (2006), translated as Wizard of the Crow, and his other works in the language. This paper inevitably engages with the writer’s stance on the use of vernaculars in increasingly globalizing cultures. Article received: December 18, 2019; Article accepted: January 31, 2020; Published online: April 15, 2020; Original scholarly article

The effects of cumulative solar irradiance and rainfall on incidence of potato late blight (caused by Phytophthora infestans) in the Columbia Basin of south-central Washington and north-central Oregon were investigated using meteorological data collected near Othello, WA from 1990 through 2007 and Prosser, WA from 1990 through 2006. An association between solar irradiance and seasonal differences in late blight epidemics has not been quantitatively determined. Incidence of late blight in the Columbia Basin significantly increased as cumulative solar irradiance decreased during 1 April to 31 July and 1 June to 31 July at both Othello and Prosser. Incidence of late blight also increased as number of rainy days increased during 1 April to 31 July at Othello and Prosser and from 1 June to 31 July at Prosser. Coefficients of determination for significant models on late bight incidence ranged from 0.28 to 0.43 for cumulative solar irradiance and 0.27 to 0.38 for number of rainy days. Late blight incidence significantly increased as day of the year for first occurrence of late blight decreased in the Columbia Basin. A multiple regression model that included cumulative solar irradiance from 1 June to 31 July at Prosser and day of year for first occurrence of late blight as independent variables accounted for 58% of the variation for late blight incidence (adjusted R2 = 0.58), and a model that included number of cloudy days without rain combined with number of rainy days accounted for 62% of the variation for late blight incidence. This is the first report demonstrating a quantitative association of solar irradiance and incidence of late blight in commercial potato fields.

Background: Sarcopenia, the loss of muscle mass, has been recognized as a prognostic factor for cancer patients. For example, low body mass index (BMI) was reported to be a risk of poor overall survival (OS) among allogeneic hematopoietic stem cell transplantation (allo-HSCT) recipients. However, low BMI was not associated with high non-relapse mortality (NRM) rate, and BMI may not directly reflect the physical condition. (Bone Marrow Transplant. 2014;49:1505-12). To evaluate the clinical impact of the muscle volume on the prognosis of allo-HSCT recipients, other biomarkers that directly reflect muscle mass may be warranted. Urinary creatinine excretion (UCE) has been reported to estimate muscle mass and have prognostic value for kidney transplant patients (Transplantation. 2008;86:391-8.). There is no report to evaluate clinical impact of UCE on the prognosis of allo-HSCT recipients. Therefore, we retrospectively analyzed the association between pre-transplant UCE and the transplant outcomes. Methods: We included 173 adult patients with acute myeloid leukemia (AML) in complete remission (CR) who underwent first allo-HSCT from 2006 to 2017 at our institute and measured UCE before allo-HSCT. Concerned the possibility of urine storage failure, two patients with low total daily urine volume (<0.5L/day) were excluded from this analysis. Therefore, we investigated the remaining 171 patients. In order to correct the physical disparities of individual patients, we evaluated the clinical impact of weight adjusted UCE (WA-UCE) ,i.e UCE / body weight [μmol/kg/day] (Intensive Care Med. 2018;44:1699-708.). We used receiver operating characteristics curve in order to determine the cutoff value of the WA-UCE and classified the patients into the high and low WA-UCE group. We evaluated transplant outcomes such as OS, progression-free survival (PFS), NRM, and cumulative incidence of relapse (CIR) between two groups. Results: The median age at allo-HSCT was 52 (range, 18-73) and there were more male patients (n=111) than female patients (n=60). Regarding cytogenetic risk, 15 (9.1%), 112 (65.8%), and 38 (23.0%) were categorized as favorable, intermediate, and poor risk, respectively (There were five patients without cytogenetic data). The median follow-up period of survivors was 704 (range, 9 to 3,857) days. We defined the cutoff value of the weight adjusted UCE as 148 μmol/kg/day in male and 128 μmol/kg/day in female. Among 171 patients, 90 patients (male = 59, female = 31) were in the high WA-UCE group and 81 patients (male = 52, female = 29) were in the low WA-UCE group. We found no significant differences between two groups in terms of the number of relapse before allo-HSCT, cytogenetic risks, conditioning regimens, hematopoietic cell transplantation comorbidity index, donor-recipient HLA matching, donor source, or estimated glomerular filtration rate. On the other hand, patient's age at allo-HSCT was significantly younger (low vs. high WA-UCE group: median, 53 [range, 18 - 73] vs. 48 [range, 19 - 68] years, P = 0.02) and BMI was lower (low vs. high WA-UCE group: median, 22.3 [range, 15.4 - 38.8] vs. 21.9 [range, 15.4 - 29.3] kg/m2, P = 0.003) in high WA-UCE group. In univariate analysis, we observed a significant difference in OS, PFS, and NRM between two groups (low vs. high WA-UCE group: 1-year OS, 60.1% vs. 80.9%, P < 0.01; 1-year PFS, 54.1% vs. 70.9%, P = 0.02; 1-year NRM, 24.8% vs. 12.3%, P = 0.02) (Figure1). On the other hand, there was no significant difference in 1-year CIR between two groups (low vs. high WA-UCE group: 21.1% vs. 16.8%, P = 0.63). In our cohort, the low BMI (< 18.5 kg/m2) was not significantly associated with OS, PFS, CIR, and NRM (low vs. high BMI group: 1-year OS, 77.6% vs. 69.9%, P = 0.51; 1-year PFS, 74.1% vs. 60.9%, P = 0.45; 1-year CIR, 14.8% vs. 19.5%, P = 0.02, 1-year NRM, 11.1% vs. 19.5%, P = 0.70) In multivariate analysis, the low WA-UCE was an independent risk factor for OS (Hazard ratio (HR) [95% confidence interval (CI)]; 2.29 [1.38 - 3.80], P < 0.01), PFS (HR [95% CI]; 1.76 [1.11 - 2.79], P = 0.02), and NRM (HR [95% CI]; 2.22 [1.13 - 4.36], P = 0.02) (table1). Conclusion: In allo-HSCT adult recipients with AML in CR, low WA-UCE before transplantation was associated with poor prognosis, which related to high NRM within 1 year. WA-UCE can be an independent, objective, simple, and reliable biomarker for evaluating muscle mass and predicting transplant outcome. Disclosures No relevant conflicts of interest to declare.

Abstract Background: Acute lymphoblastic leukemia (ALL) is the most common form of malignancy in children. Advances in treatments have made ALL the disease highly curable; however for those patients who relapse, hematopoeitic stem cell transplantation (HSCT) offers a reasonable chance of cure. Minimal residual disease (MRD) detection by Multiparametric Flow Cytometery (MPF) is being used for risk adapted treatment decisions in many ALL trials. We present a series of 31 pediatric ALL patients who had morphologic and MPF evaluation of disease burden prior to ablative HSCT. Methods: Thirty one patients were treated at Children’s Hospital and Regional Medical Center, Seattle, WA for relapsed or very high risk ALL, were in complete morphologic remission, and received an ablative HSCT from May 2006-May 2008. Twelve patients were in second or third complete remission (CR) and 19 were in first CR. Eleven patients received a matched related donor, 20 patients received a unrelated donor graft. All patients underwent marrow evaluation including morphology and MPF within four weeks of their transplant date. The MPF was done by 7 or 9 color flow cytometry using the following reagents for B lineage: CD10, CD19, CD20, CD34, CD38, CD58 and CD45 and for T lineage: CD2, CD3, CD4, CD5, CD7, CD8, CD34, CD56, and CD45. Transplant regimens were total body irradiation-based (1320 cGy) with either cyclophosphamide (n=24) or fludarabine (n=6). MRD+ was any detectable leukemia >0.01% of cells. All patients were in morphologic remission (< 5% blasts) at time of transplant. Events were defined as relapse or deaths. Results: 21 patients were MRD-, 10 were MRD+. The 2 year event free survival (EFS) for the entire group was 56% (+/−22%). The EFS at 20 months for those patients in CR1 and CR2/3 were 62% (+/−32%) and 40% (+/−32%), respectively. EFS, relapse risk and non relapse mortality was analyzed with respect to MRD status: MRD+ (n=10) MRD- (n=21) p value EFS 36% (+/−32%) 68% (+/−26%) 0.037 Relapse Risk 48% (+/−36%) 13% (+/−16%) 0.036 Non-relapse Mortality 30% (+/−36%) 23% (+/−26%) 0.45 Discussion: We present a single institution series of patients treated for high risk or relapsed ALL who underwent disease evaluation prior to HSCT with MPF. With the small number of patients evaluated, it appears that any amount of disease detected by MPF was an adverse risk factor for recurrence. Those patients who were MRD+ experienced a higher risk of death from relapse, however, experienced no difference in non-relapse mortality. Resistant disease as detected by MRD analysis at time of transplant is a marker for poor outcome.

Abstract Abstract 678 Background: Umbilical cord blood transplant (UCBT) recipients are high risk for cytomegalovirus (CMV) complications due to delayed and insufficient immune reconstitution. Since CMV viral load has been shown to be associated with the development of disease, an intensified prevention strategy was adopted at the FHCRC (Seattle, WA) which consists of pre-transplant ganciclovir (from day -8 to day -2), and high-dose acyclovir ([HDA] 2 gm valacyclovir 3 times daily) with preemptive bi-weekly monitoring for CMV DNA in serum from day 0 until day +100. Methods: We set out to compare rates of CMV reactivation and disease through day +100 in high-risk CMV seropositive UCBT recipients who received either the intensified strategy (G+HDA) or standard dose of acyclovir/valacyclovir (SDA, acyclovir 800 mg or valacyclovir 500 mg twice daily). All patients underwent weekly plasma testing for CMV by polymerase chain reaction (PCR). Our primary outcomes of interest were any CMV reactivation or disease by day 100. Risk factors for CMV reactivation were assessed using a multivariate Cox proportional hazards model. Results: Of the 105 UCBT recipients transplanted at the FHCRC between 1/2006 and 12/2009, 61 (58%) were CMV seropositive and eligible for inclusion in the cohort. In total, 31/61 (51%) received SDA and 30 (49%) G+HDA. The median patient age was lower in the SDA group 21.3 (interquartile range [IQR] 14.8–46.7) years and 30.1 (IQR 10.1–41.8) for G+HDA group, but other demographic factors were similar. Overall, the cumulative incidence of CMV reactivation was significantly lower in the G+HDA group (60% vs. 96.7; p=0.001 [Gray's test]) (Figure 1). In patients receiving G+HDA, the median time to first positive CMV PCR occurred later (27 days [IQR 11–35]) when compared to those given SDA prophylaxis (17 days [IQR 8–25]) (p=0.26). Additionally, the G+HDA group had significantly lower initial (71 copies/mL [IQR 47–110] vs. 235 [IQR 63–760], p=0.006) and maximum PCR viral loads (VL) (170 copies/ml [IQR 88–310] vs. 3200 [1400-11000], p<0.001) when compared to those receiving SDA prophylaxis. In multivariate analyses, the G+HDA prophylactic strategy was also associated with a significant reduction in CMV reactivation (HR 0.31; 95% CI 0.16–0.58; p<0.001). Over the first 100 days following transplant, there were fewer episodes of invasive CMV disease in the G+HDA group (1/30, 3% [1 pneumonia]) than under SDA prophylaxis (5/31, 16% [1 disseminated, 2 pneumonia, and 2 GI]) (p=0.09). In the SDA group 2/5 (40%) patients died secondary to CMV disease, and an additional 2 patients developed fatal CMV pneumonia after day 100 (day 165 & 191); no CMV related death or cases of late disease developed in the group receiving G+HDA prophylaxis. There was no evidence of increased toxicity by either median and maximum creatinine levels or days to engraftment when comparing the two regimens. Conclusions: Our study demonstrates that G+HDA was effective in preventing CMV complications in UCBT recipients. This intensified prevention strategy was associated with a decreased rate of CMV reactivation and appeared to significantly alter CMV replication dynamics. Importantly, the increased valacyclovir exposure did not alter the risk for developing either renal or hematologic toxicity. Disclosures: No relevant conflicts of interest to declare.

European ash (Fraxinus excelsior), also known as common ash, occurs naturally inland in lower areas of southeastern Norway and along the southern coast of the country. It is important both as a forest and ornamental tree. During the last decade, dieback has become a disastrous disease on F. excelsior in many European countries. The anamorphic fungus Chalara fraxinea T. Kowalski (1), described for the first time from dying ash trees in Poland, is now considered the cause of ash dieback (2). In May of 2008, C. fraxinea was isolated from 1.5 m high diseased F. excelsior in a nursery in Østfold County in southeastern Norway. Symptoms included wilting, necrotic lesions around leaf scars and side branches, and discoloration of the wood. From symptomatic branches, small pieces (approximately 1 cm3) were excised in the transition area between healthy and discolored wood. After surface sterilization (10 s in 70% ethanol + 90 s in NaOCl), the pieces were air dried for 1 min in a safety cabinet, cut into smaller pieces, and placed on media. The fungus was isolated on potato dextrose agar (PDA) and water agar (WA). On PDA, the cultures were tomentose, light orange, and grew slowly (21 mm mean colony diameter after 2 weeks at room temperature). Typical morphological features of C. fraxinea developed in culture. Brownish phialides (14.8 to 30.0 [19.5] × 2.5 to 5.0 [4.1] μm, n = 50) first appeared in the center of the colonies on the agar plugs that had been transferred. The agar plugs were 21 days old when phialides were observed. Abundant sporulation occurred 3 days later. Conidia (phialospores) extruded apically from the phialides and formed droplets. Conidia measured 2.1 to 4.0 (3.0) × 1.4 to 1.9 (1.7) μm (n = 50). The first-formed conidia from each phialide were different in size and shape from the rest by being longer (6 μm, n = 10) and more narrow in the end that first appeared at the opening of the phialide. Internal transcribed spacer sequencing confirmed that the morphological identification was correct (Accession No. EU848544 in GenBank). A pathogenicity test was carried out in June of 2008 by carefully removing one leaf per plant on 10 to 25 cm high F. excelsior trees (18 trees) and placing agar plugs from a 31-day-old C. fraxinea culture (isolate number 10636) on the leaf scars and covering with Parafilm. After 46 days, isolations were carried out as described above from discolored wood that had developed underneath necrotic lesions in the bark and subsequently caused wilting of leaves. All the inoculated plants showed symptoms, and C. fraxinea was successfully reisolated. No symptoms were seen on uninoculated control plants (eight trees) that had received the same treatment except that sterile PDA agar plugs had been used. References: (1) T. Kowalski. For. Pathol. 36:264, 2006. (2) T. Kowalski and O. Holdenrieder, For. Pathol. Online publication, doi: 10.1111/j.1439-0329.2008.00565.x, 2008.

Con el propósito de estudiar la organización de datos e identificar la diversidad de representaciones construidas en situación de exploración de datos auténticos, en un grupo de 56 estudiantes chilenos de tercer grado de primaria, se diseñó e implementó un plan de clases de estadística, en el que se solicitó a los estudiantes ordenar y organizar los datos para responder a un problema. Este artículo se centra en el estudio cualitativo de las representaciones de datos producidas por los estudiantes durante la implementación del plan de clases. La exploración de los datos realizada por los estudiantes sobre los alimentos que consumían en la escuela (“colaciones”), los llevó a elaborar representaciones de datos (listas, estado intermedio de esquema tabular y tabla de frecuencias). Se concluye que el contexto auténtico y la construcción de representaciones propias promovieron que los estudiantes construyeran preponderantemente listas (77%), aplicando con sentido la partición, la clase y el cardinal. Se sugiere incorporar explícitamente en la enseñanza el formato lista, como herramienta representacional y unidad básica de la tabla. Referencias Brizuela, B., y Alvarado, M. (2010). First graders' work on additive problems with the use of different notational tools. Revista IRICE, 21, 37-43. Recuperado a partir desde https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/v21n21a04 Brizuela, B., y Lara-Roth, S. (2002). Additive relations and function tables. Journal of Mathematical Behavior, 20(3), 309-319. https://doi.org/10.1016/S0732-3123(02)00076-7 Coutanson, B. (2010). La question de l’éducation statistique et de la formation de l’esprit statistique à l’école primaire en France. Étude exploratoire de quelques caractéristiques de situations inductrices d’un enseignement de la statistique au cycle III (Tesis doctoral). Université de Lyon, Francia. Recuperado desde https://tel.archives-ouvertes.fr/tel-00494338/ Dibble, E. (1997). The Interpretation of Tables and Graphs. Seattle, WA: University of Washington. Duval, R. (2003). Comment Analyser le Fonctionnement Representationnel des Tableaux et leur Diversite? Spirale -Revue de Recherches en Éducation-, 32, 7-31. Recuperado desde http://spirale-edu-revue.fr/IMG/pdf/1_Duval_Spi32F.pdf Estrella, S. (2014). El formato tabular: una revisión de literatura. Revista Actualidades Investigativas en Educación, 14(2), 1-23. Estrella, S., e Isoda, M. (2020). Suma Primero: manual del docente, 1° básico. Valparaíso: Ediciones Universitarias de Valparaíso. Estrella, S., Mena-Lorca, A., y Olfos, R. (2017). Naturaleza del objeto matemático “Tabla”. Magis: Revista Internacional de Investigación en Educación, 10(20), 105-122. https://doi.org/10.15517/aie.v14i2.14817 Estrella, S., Olfos, R., Morales, S., y Vidal-Szabó, P. (2017). Argumentaciones de estudiantes de primaria sobre representaciones externas de datos: componentes lógicas, numéricas y geométricas. Revista Latinoamericana de Investigación en Matemática Educativa, 20(3), 345-370. https://doi.org/10.12802/relime.17.2034 Estrella, S., Olfos, R., Vidal-Szabó, P., Morales, S., y Estrella, P. (2018). Competencia meta-representacional en los primeros grados: representaciones externas de datos y sus componentes. Revista Enseñanza de las Ciencias, 36(2), 143-163. https://doi.org/10.5565/rev/ensciencias.2143 Estrella, S., Zakaryan, D., Olfos, R., y Espinoza, G. (2020). How teachers learn to maintain the cognitive demand of tasks through Lesson Study. Journal of Mathematics Teacher Education, https://doi.org/10.1007/s10857-018-09423-y Friel, S. N., Curcio, F. R., y Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 124-158. https://psycnet.apa.org/doi/10.2307/749671 Gabucio, F., Martí, E., Enfedaque, J., Gilabert, S., y Konstantinidou, A. (2010). Niveles de comprensión de las tablas en estudiantes de primaria y secundaria. Cultura y Educación, 22(2), 183-197. https://doi.org/10.1174/113564010791304528 Kaufman, E. L., Lord, M. W., Reese, T. W., y Volkmann, J. (1949). The discrimination of visual number. The American journal of psychology, 62(4), 498-525. Lehrer, R., y Schauble, L. (2000). Inventing data structures for representational purposes: Elementary grade students' classification models. Mathematical Thinking and Learning, 2(1-2), 51-74. https://psycnet.apa.org/doi/10.1207/S15327833MTL0202_3 Martí, E. (2009). Tables as cognitive tools in primary education. En C. Andersen, N. Scheuer, M. Pérez Echeverría, y E.V. Teubal (Coord.), Representational systems and practices as learning tools (pp. 133-148). Rotterdam: Sense Publishers. Martí, E., García-Mila, M., Gabucio, F., y Konstantinidou, K. (2010). The construction of a double-entry table: a study of primary and secondary school students’ difficulties. European Journal of Psychology of Education, 26(2), 215-234. www.jstor.org/stable/23883606 Martí, E., Pérez, E., y De la Cerda, C. (2010). Alfabetización gráfica. La apropiación de las tablas como instrumentos cognitivos. Contextos, 10, 65-78. Martínez, M., y Brizuela, B. (2006). A third grader’s way of thinking about linear function tables. Journal of Mathematical Behavior, 25, 285-298. https://doi.org/10.1016/j.jmathb.2006.11.003 Ministerio de Educación de Chile. (2018). Bases Curriculares Primero a Sexto Básico. Santiago de Chile: Unidad de Currículum y Evaluación, Ministerio de Educación de Chile. Recuperado desde https://www.curriculumnacional.cl/614/articles-22394_bases.pdf Moore, D. S., y Cobb, G. W. (2000). Statistics and mathematics: Tension and cooperation. The American Mathematical Monthly, 107(7), 615-630. Nisbet, S., Jones, G., Thornton, C., Langrall, C., y Mooney, E. (2003). Children’s Representation and Organisation of Data. Mathematics Education Research Journal, 15(1), 42-58. https://doi.org/10.1007/BF03217368 Pérez-Echeverría, M., y Scheuer, N. (2009). External Representations as Learning Tools: An Introduction. En C. Andersen, N. Scheuer, M. Pérez-Echeverría, y E. Teubal (Eds.), Representational systems and practices as learning tools (pp. 1-17). Rotterdam: Sense Publishers. Pfannkuch, M., y Rubick, A. (2002). An exploration of students’ statistical thinking with given data. Statistics Education Research Journal, 1(2), 4-21. https://iase-web.org/documents/SERJ/SERJ1(2).pdf Sepúlveda, A., Díaz-Levicoy, D., y Jara, D. (2018). Evaluación de la comprensión sobre Tablas Estadísticas en estudiantes de Educación Primaria. Bolema: Boletim de Educação Matemática, 32(62), 869-886. http://dx.doi.org/10.1590/1980-4415v32n62a06 Tukey, J. (1977). Exploratory data analysis. Reading, MA: Addison-Wesley. Wu, H., y Krajcik, J. (2006). Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders’ Use of Data Tables and Graphs. Journal of Research in Science Teaching, 43(1), 63-95. https://doi.org/10.1002/tea.20092 Financiamiento: Esta investigación se ha realizado dentro del proyecto subvencionado por Agencia Nacional de Investigación y Desarrollo (ANID) / FONDECYT 1200346 y Proyecto VRIE-PUCV 039.439/2020

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). 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Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. 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BackgroundThe experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end of-life care staff development programmes are widely uncharted.AimTo investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes.DesignScoping review.Data sourcesPublished literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking.ResultsThe review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development.ConclusionAesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.References. 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<span lang="EN-US">Tujuan dari penelitian ini adalah untuk mengetahui bagaimana metode dan proses internalisasi nilai-nilai pendidikan agama Islam bagi remaja di lingkungan keluarga di Desa Lae Bersih, Kecamatan Penanggalan, Kota Subulussalam, Provinsi Nangroe Aceh Darussalam. Metode penelitian ini ialah kualitatif, menekankan pada realitas sosial secara utuh, kompleks, dinamis dan interaktif dengan mempertimbangkan keadaan objek yang alamiah. Data yang diperoleh dapat berupa kata, kalimat, diagram atau gambar. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara dengan jenis wawancara terstruktur, dan dokumentasi. Adapun teknik analisis yang peneliti gunakan ialah reduksi data, penyajian data dan verifikasi data. Hasil penelitian menunjukkan bahwa kondisi sosial religius remaja di Desa Lae bersih cenderung baik dikarenakan anak-anak remaja masih banyak yang peduli dan berkontribusi pada kegiatan sosial keagamaan sehingga dapat menumbuhkan rasa kekeluargaan antar warga. Metode yang dilakukan dalam proses internalisasi nilai-nilai pendidikan agama Islam ialah metode nasehat, keteladanan, pembiasaaan, diskusi dan pemberian targhib dan tarhib agar anak remaja di Desa Lae Bersih dapat semakin baik akhlaknya. Dalam proses internalisi nilai-nilai pendidikan agama Islam terdapat 3 tahapan yaitu tahapan transformasi nilai yaitu anak mau mendengarkan orang tua, tahapan transaksi nilai dimana orang tua mulai mengajak anak untuk mempraktekkan nilai-nilai agama dan tahap transinternalisasi nilai yaitu tahapan di mana anak sudah mau dan mampu mempraktekkan nilai-nilai agama yang diajarkan.</span><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>AR-SA</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> 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mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif"; mso-bidi-font-family:"Times New Roman";} </style> <![endif]--><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Adanan, A. B. S. (2021). Pendekatan Pendidikan: Keteladanan, Nasehat dan Perhatian. <em>AUD Cendekia: Journal of Islamic Early Childhood Education</em>, <em>1</em>(1).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Al-Maraghi, A. M. (2006). <em>Tafsir Al-Maraghiy</em>. Beirut: Dar Al-Fikr.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Aprianto, I. (2022). <em>Landasan Pendidikan</em>. Boyolali: Penerbit Lakeisha.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Arfah, K. S. S., &amp; Aini, E. N. (2018). <em>Konseling Islami untuk Mengatasi Kenakalan Remaja yang Orang Tuanya Bercerai dengan Metode Targhib wa Tarhib</em>. Universitas Muhammadiyah Purwokerto.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Arifuddin, &amp; Ilham, M. (2020). Internalisasi Nilai-Nilai Pendidikan’Kontribusi Lembaga Infromasi terhadap Pembinaan Karakter Anak. </span><em><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Iqro’ Journal of Islam</span></em><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">, <em>3</em>(1).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Dahwadin, &amp; Nugraha, F. S. (2019). <em>Motivasi dan Pembelajaran Pendidikan Agama Islam</em>. </span><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Cikarang: Penerbit Mangku Bumi.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Daulay, H. P. (2019). <em>Pendidikan Islam di Indonesia</em>. Jakarta: Kencana.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Diananda, A. (2018). Psikologi Remaja dan Permasalahannya. <em>Istighna: Jurnal Pendidikan Dan Pemikiran Islam</em>, <em>1</em>(1).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Fitri, G., &amp; Yarni, L. (2022). Hubungan Interaksi dalam Keluarga dengan Kepercayaan Diri Remaja di Jorong Cupak Nagari Pakan Sinayan. </span><em><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Indonesian Research Journal on Education</span></em><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">, <em>2</em>(2).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Hastuti, R. (2021). <em>Psikologi Remaja</em>. Medan: Penerbit Andi.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Hidayat, T. (2018). Pendidikan dalam Perspektif Islam gan Penannya dalam Membina Kepribadian Islami. <em>Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam</em>, <em>8</em>(2).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Indonesia, R. <em>Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional</em>. , (2003). </span><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Indonesia.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Isoani, F. (2023). <em>Psikologi Perkembangan</em>. Cirebon: Lovrinz Publishing.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Karlinawati. (2021). <em>Psikologi Remaja</em>. Jakarta: RajaGrafindo Persada.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Khasanah, W. (2019). Peranan Remaja Masjid Ar-Rahman dalam Pembentukan Karakter Remaja yang Religius Desa Waekasar Kecamatan Waeapo Kabupaten Buru. <em>Kuttab</em>, <em>1</em>(1).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Mahyudin. (2018). <em>Tafsir Tarbawi, Kajian Ayat-Ayat Al-Qur’an Dengan Tafsir Pendidikan</em>. Jakarta: Kalam Mulia.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Muzakkir. (2022). Penerapan Metode Nasihat dalam Meningkatkan Kemampuan Mengerjakan Ibadah Shalat pada Anak Usia 5-6 Tahun di TK Aisyiyah Bustanul Athfal II Prumnas. <em>Al-Asma: Journal of Islamic</em>, <em>4</em>(2).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Muzayyanah, A. (2020). <em>Internalisasi Nilai-Nilai Pendidikan Agama Islam pada Peserta Didik di MTSn 1 Nganjuk</em>. IAIN Kediri.</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-ansi-language: IT; mso-no-proof: yes;" lang="IT">Nopriyadi, I. (2022). Penanaman Nilai-Nilai Religius oleh Mahasiswa Prodi PAI UIN Fatmawati Sukarno Melalui Kegiatan Remaja Masjid Al-Amin di Desa Lubuk Kumbung Kecamatan Karang Jaya Kabupaten Muratara Sumatera Selatan. </span><em><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Ghaitsa: Islamic Education Journal</span></em><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">, <em>3</em>(3).</span></p><p class="MsoNormal" style="margin-left: 21.3pt; text-align: justify; text-indent: -21.3pt; mso-pagination: none; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bidi-font-size: 12.0pt; font-family: 'Calisto MT','serif'; mso-no-proof: yes;">Nurkholis. (2023). <em>Internalisasi Nilai Pendidikan Islam pada Anak Terlantar</em>. 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