Daemen College

This study aimed to develop a Reflective Evaluation Model of Character Education in Arabic language learning within Indonesian higher education using a phenomenological approach. Employing a qualitative phenomenological design, the study explored lecturers’ and students’ lived experiences and reflective practices in integrating character education into Arabic instruction. Data were collected through in-depth interviews, classroom observations, and document analysis and were analysed using Interpretative Phenomenological Analysis to identify core themes. The findings indicated that Arabic language learning was experienced as a meaningful space for character development and perceived as intrinsically linked to moral and spiritual values. Reflective practices emerged across three interrelated dimensions—reflection in action, reflection on action, and reflection for action—which mediated the internalization of character values through curriculum and pedagogy and their manifestation in students’ behaviour. In conclusion, the study proposed a theoretically grounded reflective evaluation model that explains how character education is embedded in Arabic language learning and offers conceptual implications for character-based pedagogy and assessment in higher education.

Abstract Educational opportunities for children with disabilities in China have increased recently, often due to parent efforts. This qualitative study sought to understand the practice of parents (mothers) accompanying their children with autism and other developmental disabilities to school (peidu), providing individualized support in a variety of school settings. Through interviews with parents of 12 children, and four teachers, four themes emerged from data analysis: 1) lack of formal support resources; 2) building relationships with leaders and teachers; 3) mothers as a bridge with other children; and 4) the essential role of managing behavior. This research shows the important role mothers play in securing and maintaining educational opportunities for their children, by going to school with their children (peidu); yet peidu is not a universal or desirable long-term solution. Challenges of effectively supporting students with disabilities in classrooms are not unique to China, and solutions involve and point to the importance of collaboration in education. We conclude with recommendations for supporting parents and teachers, and directions for future research.

This study investigated the association between the risk of low energy availability, disordered eating, and anxiety in collegiate female athletes. Female athletes (n = 115) completed questionnaires that assessed disordered eating (Disordered Eating Screen for Athletes, DESA-6; and the Eating Disorder Examination Questionnaire Short, EDE-QS), anxiety (Generalized Anxiety Disorder-7) and the risk of low energy availability (Low Energy Availability in Females Questionnaire; LEAF-Q). The athletes were 19.9 ± 0.1 years old and presented with no anxiety (14.8%), mild (33.0%), moderate (24.3%), and severe (27.8%) anxiety. The EDE-QS scores revealed that 22.6% of the participants had a high risk of an eating disorder, while the DESA-6 scores revealed that 31.3% of the participants scored positive for a risk of disordered eating. The LEAF-Q total scores revealed that 68.7% of the participants were at risk of low energy availability. Increased GAD-7 scores were associated (p < 0.001) with measures of disordered eating (EDE-QS and DESA-6) and the risk of low energy availability (LEAF-Q total score). Non-parametric partial correlations demonstrated that anxiety (increased GAD-7 scores) correlated with the risk of low energy availability (increased LEAF-Q total scores) while controlling for eating disorder scores (EDE-QS) (r (112) = 0.353, p < 0.001), or while controlling for the risk of disordered eating (DESA-6 scores) (r (112) = 0.349, p < 0.001). In female collegiate athletes, both disordered eating and the risk of low energy availability were positively associated with increased anxiety.

ABSTRACT Equivalence classes are typically established using match to sample (MTS) procedures with single stimuli serving as samples and comparisons. In a recent study, however, equivalence classes were established with samples and comparisons consisting of compound stimuli (i.e., pairs of abstract symbols). One potential problem using compound stimuli during equivalence class formation, however, is that one element may overshadow the other, thereby disrupting class formation. To address this, the current study used two different compound configurations for incorrect (negative) comparisons during MTS. One group of participants was exposed to negative comparison compounds containing stimuli from only one class (referred to as Type 1 trials) while the other group was exposed to negative comparison compounds containing stimuli from both classes (Type 2 trials) along with Type 1 trials. Class formation was assessed with a test block containing single-element-to-single-element, single-element-to-compound, compound-to-single element, and compound-to-compound derived relations trials. A card sorting test with single elements was also conducted. Results showed that class formation was high and equally likely for both groups; therefore, overshadowing did not occur for either group. Thus, Type 2 trials may be unnecessary during class formation with compound stimuli, and their omission would likely increase efficiency of instruction.

Schizophrenia is marked by poor social functioning that can have a severe impact on quality of life and independence, but the underlying neural circuity is not well understood. Here we used a translational model of subanesthetic ketamine in mice to delineate neural pathways in the brain linked to social deficits in schizophrenia. Mice treated with chronic ketamine (30 mg/kg/day for 10 days) exhibit profound social and sensorimotor deficits as previously reported. Using three- dimensional c-Fos immunolabeling and volume imaging (iDISCO), we show that ketamine treatment resulted in hypoactivation of the lateral septum (LS) in response to social stimuli. Chemogenetic activation of the LS rescued social deficits after ketamine treatment, while chemogenetic inhibition of previously active populations in the LS (i.e. social engram neurons) recapitulated social deficits in ketamine-naïve mice. We then examined the translatome of LS social engram neurons and found that ketamine treatment dysregulated genes implicated in neuronal excitability and apoptosis, which may contribute to LS hypoactivation. We also identified 38 differentially expressed genes (DEGs) in common with human schizophrenia, including those involved in mitochondrial function, apoptosis, and neuroinflammatory pathways. Chemogenetic activation of LS social engram neurons induced downstream activity in the ventral part of the basolateral amygdala, subparafascicular nucleus of the thalamus, intercalated amygdalar nucleus, olfactory areas, and dentate gyrus, and it also reduces connectivity of the LS with the piriform cortex and caudate-putamen. In sum, schizophrenia-like social deficits may emerge via changes in the intrinsic excitability of a discrete subpopulation of LS neurons that serve as a central hub to coordinate social behavior via downstream projections to reward, fear extinction, motor and sensory processing regions of the brain.

Purpose: Competency-based education and creation of profession-based entrustable professional activities are current trends in physical therapist (PT) education. The purpose of this project is to determine the current entry-level PT competencies for cardiovascular &amp; pulmonary (CVP) physical therapy. Methods: The Academy of Cardiovascular &amp; Pulmonary Physical Therapy Competency Task Force was established to update and expand previous competencies. A mixed method approach of Subject Matter Expert (SME) consensus (modified Delphi process) and a broader survey process was used to develop these entry-level competencies. With SME guidance, a modified version of the levels of competence, None-to-Proficient, was adopted based on previous competency work by the American Council of Academic Physical Therapy. Results: Twenty-nine SME members engaged in the consensus process, and 268, 194, 305, and 222 respondents completed the 4 surveys, respectively. Six hundred fifty-one competency items were rated across most Commission on the Accreditation of Physical Therapy Education Standard 7 Curriculum areas, following the patient–client management model. Conclusions: These competencies establish specific expected levels of knowledge, skills, and behaviors essential for entry-level CVP PT practice. Adopting these competencies will help lay the groundwork for future competency-based PT education and aid in the development of the physical therapy profession's core entrustable professional activities.

Competency-based education (CBE) is an emerging topic within physical therapy (PT). It has emerged to assure all stakeholders that physical therapist education program graduates are proficient in the requisite knowledge, skills, and behaviors (KSBs) essential for entry-level practice. Competencies have existed within cardiovascular and pulmonary (CVP) PT since 1980, updated in 2008, and most recently updated in 2022. This article discusses how individuals should apply the 2022 CVP competencies to clinical practice and education. The 2022 CVP competencies were developed using a modified mixed-method Delphi approach. These competencies set a level of proficiency for KSBs used within entry-level CVP PT practice following the patient-client management model. The position put forward in this article describes how and why multiple stakeholder groups should apply these entry-level competencies specifically for graduates of physical therapist education programs who are entering practice (entry level). The competencies provide a more detailed description of expected proficiency for entry-level CVP PT practice than currently available documents. These competencies may form the basis for developing entrustable professional activities (EPAs). The establishment of entry-level competencies is essential for use by multiple stakeholders to inform physical therapist curriculum, provide clinical instructors with a reference for expected levels of proficiency during final student clinical experiences, guide content on the Federation of State Boards of PT national licensure examination, and prepare employers to provide needed continued professional development, based on the clinical environment. These competencies lend themselves to the future development of EPAs in the PT profession for CVP PT.

In addition to the fears associated with contracting COVID-19, the pandemic has forced families across the United States to quickly transition to new patterns of living. These transitions present new stressors, including health-related concerns, new demands placed on families by lockdowns and stay-at-home orders, and the possibility of losing a job or inability to pay bills. Such stressors have the potential to disrupt collaboration between coparents in addition to basic family functioning. Drawing upon a family systems perspective, the current study thus sought to examine links between COVID-19-related stressors and family cohesion through coparental functioning. A total of 1,003 parent/caregivers (97% from the United States; 82% Caucasian, 74% female; M = 40.9 years old, SD = 8.5; Mincome = $83,631, SDincome = $36,320) of school-age children completed an initial online survey from the end of March to the end of April of 2020. Of the initial sample, a total of 685 parents/caregivers completed weekly diaries for a month. Based on multilevel modeling, results suggested that, at the between-family level, coparental conflict mediated the impact of the stress of parenting/work demands and financial stress on family cohesion. At the within-family level, weekly spikes in health-related stress were associated with corresponding spikes in coparental conflict, which, in turn, were associated with drops in family cohesion. Results from the current study suggest that beyond the fears associated with contracting the COVID-19 virus, other key stressors associated with the emerging pandemic played a role in increasing coparental conflict, ultimately exacerbating family functioning. (PsycInfo Database Record (c) 2021 APA, all rights reserved).