Achva Academic College

Parents seeking help for their children often feel disconnected from clinical explanations. The challenge: how do therapists translate complex understanding into accessible language? This conceptual paper presents the therapeutic parental story (TPS), a structured framework for organizing and enhancing narrative practices already used by many family therapists. The TPS transforms clinical insights into an accessible narrative through collaborative storytelling and culturally responsive imagery. The TPS is a written story shared with parents early in therapy. It combines five components: emotional validation, dynamic child description using nonpathological language, family and cultural contexts, narrative imagery that separates problems from the child's identity, and a realistic change horizon. The tool represents a proactive early intervention rather than a reactive reflection. Clinical examples suggest enhanced therapeutic alliance, improved understanding, shared language development, and increased self-efficacy. The TPS provides a systematic integration of narrative therapy principles, collaborative case formulation, and culturally responsive practice that transforms clinical understanding into an accessible, collaborative narrative.

The Indian pharmaceutical sector faces significant cold chain vulnerabilities, including disruptions from weather, logistics breakdowns, and inadequate real-time visibility. This research proposes a patentable, AI-driven supply chain framework combining Artificial Intelligence (LSTM, Isolation Forest, XGBoost, and Random Forest), Blockchain (Hyperledger Fabric), and IoT-based cold chain monitoring. The system offers real-time failure predictions, blockchain-based automated response protocols via smart contracts, and regulatory alignment with CDSCO and WHO-GDP. Notable contributions include the Resilience Scoring Model (RSM) and the Cold Chain Mesh Network (CCMN), both designed for dynamic and self-healing supply chains. Simulated implementation with Cipla Ltd. demonstrates a substantial reduction in product loss and regulatory non-compliance. This integrated solution enhances transparency, resilience, and operational efficiency in India’s pharmaceutical logistics.

In the domain of perception and cognition, few scientists have contributed more broadly and profoundly than W. R. Garner. Today, Garner is best known for the eponymous Garner interference, but several equally epoch-making developments are less widely recognized or associated with his name. In this article, we provide an in-depth examination of five areas developed by Garner's pioneering ideas, all precursors of contemporary research. They include hearing psychophysics, methodology (with implications for resolving the replication/credibility crisis), information theory, perceptual independence, and attention. All have been instrumental in shaping and molding current perceptual and cognitive science. This article can also serve the student of cognition and perception as a reference for the origins of contemporary work and findings in psychological science.

ABSTRACT A child’s identity evolves through family, school, and community, and the family-school interface is pivotal. Growing numbers of Arab parents now enrol their children in Jewish or bilingual schools. This study explores the dilemmas faced by 12 Arab parents from northern Israel whose children attend such institutions. Interviews show that parents’ primary motive is pragmatic: they see Jewish schools as a gateway to strong academics and future social-economic mobility. Yet every parent voiced concern over cultural costs. Daily immersion in a Jewish environment raises fears of Arab-identity erosion, language loss, and weakened ties to tradition. To counterbalance these pressures, parents intensify home-based identity work: speaking Arabic, celebrating religious and community rituals, and openly discussing Arab history and values. They strive for a delicate equilibrium – leveraging the school’s advantages while safeguarding their heritage. Parents also reported scant institutional support. Schools rarely provide guidance on bilingual identity, and children often face cultural alienation, Hebrew-language hurdles, and uncertainty about belonging. The absence of structured programmes that honour Arab culture leaves families to shoulder the burden alone. Overall, the findings highlight a tension between aspirations for educational advancement and the imperative to preserve a minority identity – underscoring the need for culturally responsive practices.

This study explores perceptions of parental involvement among parents and teachers within the Israeli education system. The research focus is on presenting and comparing the perspectives of each group, to understand the dynamics between these two crucial stakeholders in children's education. The aim of the study was to understand and compare parents' and teachers' perceptions of parental involvement in the Israeli education system. The hypothesis was that there would be differences in how these two groups view parental involvement. Examining these perceptions uncover potential areas of misalignment or conflict that might impact the effectiveness of parent-teacher collaboration. The primary methodological approach employed in this study was Facet Theory, supplemented by conventional statistical analyses. The study participants comprised 215 teachers from various schools nationwide, teaching grades 1-12, and 215 parents with children in the same grade range. To collect data, participants were asked to complete an anonymous self-report parental involvement questionnaire in which they classified parental functions based on their degree of agreement, ranging from absolute disagreement to approval and desire for such activities. This approach allowed for a comprehensive examination of parents' and teachers' perspectives across various educational levels. The findings of this study indicate that parents' and teachers' perceptions of parental involvement differ fundamentally. Teachers' current perceptions of parental involvement were consistent with views reported in the literature three decades ago or more. They do not desire parental involvement beyond what they deem "necessary" and are averse to interference in their professional practice. According to this study's results, teachers perceive parental involvement to include the following functions: controlling school processes, participating in "obligatory" activities inherent to the parental role, and "service provision" -when needed, and they prefer that parents do not exceed the boundaries of "service provider." Conversely, the parents' perceptions of parental involvement aligned with more recent research, which advocates for balanced parental engagement. Accordingly, parents are viewed as partners in the educational process at school, and it is believed that collaborative efforts between parents and school staff lead to improved student academic achievements. The research findings provide evidence that parents' perceptions of parental involvement consist of supporting and supplementing school resources, supervising school processes, partnership in extracurricular pedagogical processes, and maintaining awareness of internal pedagogical processes. Moreover, evidence suggests that these components relate to two loci of control: the school and its environment and the parent alone. The comparison between teachers' and parents' perceptions revealed significant differences; observing them can serve as a solid foundation for fostering dialogue between the two parties. This dialogue can lead to a mutual understanding and a clear, agreed-upon definition of parental involvement, paving the way for a collaborative approach between parents and teachers in the Israeli education system and ultimately promoting student success. This study has several limitations that should be considered when interpreting the findings, including a parent sample with higher educational attainment (83.3% holding academic degrees vs. 27.3% nationally) and predominantly female participants in both parent (86%) and teacher (93.5%) groups, which may reflect natural patterns of educational engagement but could limit broader generalizability. The online distribution method made it challenging to calculate precise response rates, and data collection during the COVID-19 pandemic may have influenced participants' perspectives on parental involvement. The findings are primarily applicable to the Israeli educational context and may require adaptation when considered in other cultural settings.

ABSTRACT Simulation-based learning (SBL) is a promising tool for enhancing reflective practice in teacher education. This study addresses a gap in the literature concerning the role of video in SBL for improving preservice teachers’ (PSTs) reflective abilities. It examines PSTs’ perceptions of video use in SBL and key technological features that contribute to their learning. A qualitative case study was conducted with 35 PSTs in clinical simulations. Data from reflections and portfolios were thematically analysed, revealing three main themes: (1) using video for learning and development, (2) emotional aspects of video use, and (3) technological features supporting learning. The findings align with deliberate practice theory, highlighting structured, goal-oriented practice with feedback. The study underscores video’s potential to deepen reflective practices, foster professional growth, and create a holistic learning experience. Challenges related to SBL, including stress and group dynamics, are discussed, providing insights for designing effective video-enhanced simulations.

Ambient air pollution causes 4.2 million premature deaths annually. Ozone (O3), a secondary pollutant, is prevalent in urban areas with high transportation/industrial emissions. Chronic exposure to ozone is associated with cardiovascular and respiratory diseases and with metabolic disorders, such as type-2 diabetes (T2D). This study examined the relationship between chronic exposure to ground-level ozone, socioeconomic status, and T2D incidence. We found a significant positive correlation between ozone exposure and the T2D incidence in Israel’s urban population (municipalities with ≥20,000 residents). Univariate and multivariate linear regression analyses revealed that exposure to ground-level ozone significantly contributed to the T2D morbidity, mostly in ages ≥ 45 years. Our results emphasize the relationship between chronic ozone exposure and T2D in Israel’s unique heterogeneous populations and highlight health risks associated with ozone exposure. While socioeconomic status is a significant determinant of T2D, as shown in the current study, our findings suggest that environmental factors, such as exposure to ground-level ozone, exert independently potent effects. This emphasizes the need to consider both socioeconomic and environmental factors in public health strategies. Stricter air quality regulations and targeted public health interventions are essential, particularly in high-ozone areas. Reducing ambient ozone levels could also help mitigate the T2D burden, particularly among vulnerable populations.

This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional learning (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, and Web of Science—were searched, resulting in 68 articles that met stringent inclusion criteria after thorough screening and validation. Findings indicate inconsistencies in terminology and the categorisation of simulation types across studies, highlighting the need for standardised definitions. Findings identify specific simulation types that prioritise SEL development, offering valuable insights into their effective implementation. The theoretical contribution of this systematic literature review lies in proposing a clear typology of simulations, distinguishing between various simulation types and their roles in advancing SEL in teacher training and professional development. In light of the findings, we suggest that, to optimise the use of simulations and enhance their effectiveness in developing SEL competencies within teacher education programs, educators and researchers should adopt a more comprehensive approach to SEL-targeted simulations.