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This study explores the correlation between adolescents and young adults attachment styles and the effectiveness of coping mechanisms in managing academic and daily stress. Academic stress has been proven to significantly alter mental wellness and academic performance of students, yet the role of individual differences in attachment styles in management stress responses remains a mystery. The Attachment theory suggests that secure, anxious, and avoidant attachment styles greatly influence emotional regulation and coping mechanisms, which directly moderate stress management. To visualize this relation with data , 100 participants aged 14-22 were recruited for this study. Having 25 participants of each attachment style. Each participant completed the Perceived Stress Scale (PSS) on a monthly basis to record their perceived stress levels during academic tasks, and attachment style was measured by using a standardized attachment style questionnaire. Over the course of a year, 80% of the participants had switch between coping mechanisms, including Problem-focused coping, Emotion-focused coping, Avoidance coping social support seeking, cognitive restructuring and physical exercise. The 20 participants that are securely attached in relationships are predicted to have a higher coping efficiency. Whereas we predict that participants that are Anxiously attached tend to coping slower against stress. Lastly, we predict that avoiding and disorderly attached participants will have drastic change in stress levels regarding coping mechanisms. This study aims to provide evidence into how different attachment styles can influence coping efficiency under academic stress in students and young adults, providing data for later on studies and educational systems to use in building mental wellness programs.
This study examines how social skills interventions affect the quality of conversation skills and emotional competence of autistic children and adolescents. These abilities can both improve quality of life and social wellbeing in autistic individuals who often experience social difficulties, thus making this a crucial field of investigation. The studies analyzed were identified on databases such as JSTOR and the NIH; we also utilized published works from the Journal of Autism and Developmental Disorders, Journal of Communication Disorders, and the Journal of Intellectual & Developmental Disability, among others. In this systematic review, 23 studies satisfied the inclusion criteria. Studies found improvements in conversation skills such as verbalizations, initiations, responses, greetings, and usage of facial expressions/gestures. Some improvements for emotional competence consist of emotion recognition, emotional expression, and internal emotion regulation. In addition, many studies found generalization—application of learned skills in similar real-life situations—of social and emotional skills over time when following up a few months post-intervention. The majority of studies had large effect sizes (paired Cohen’s d). These findings suggest that social interventions, especially those that are group- or school-based, have positive effects on social and emotional abilities in autistic minors, as well as the generalization of these skills in real life following the programs.
Objetivo: Determinar los factores personales, ambientales y clínicos asociados a la eritrocitosis patológica de altura (EPA) y su influencia en la salud de los habitantes del Centro Poblado Lunar de Oro, ubicado a más de 5,000 metros sobre el nivel del mar, en la región Puno, Perú. Métodos: Se realizó un estudio cuantitativo, analítico y correlacional, con diseño no experimental y de corte transversal. La muestra fue censal e incluyó a 200 pobladores residentes permanentes. La recolección de datos se efectuó mediante ficha clínica estructurada, resultados de hemograma automatizado y encuestas. Para el análisis estadístico se aplicó la prueba de Chi-cuadrado de Pearson con un nivel de significancia de p < 0,05. Resultados: Los factores personales mostraron una relación significativa con la EPA: edad (χ² = 6,911; p = 0,032), sexo (χ² = 6,867; p = 0,009) y ocupación (χ² = 21,267; p = 0,003). Entre los factores ambientales, el tiempo de residencia presentó asociación relevante (χ² = 13.765; p = 0,017), siendo más afectados los pobladores con más de 25 años de permanencia. Asimismo, los factores clínicos, como el índice de masa corporal (χ² = 9,395; p = 0,024), las enfermedades concomitantes (χ² = 12,413; p = 0,015) y la sintomatología clínica (χ² = 15,038; p = 0,025), mostraron relación estadísticamente significativa con los niveles de hemoglobina. Conclusiones: La EPA es un trastorno multifactorial influenciado por la exposición prolongada a hipoxia crónica, el sexo masculino, la edad adulta, la ocupación minera y la presencia de comorbilidades respiratorias.
As China advances its educational methods, it has incorporated innovative approaches into high school education, notably Project-Based Learning (PBL), which emphasizes hands-on learning experiences to improve academic performances among students. Another pedagogy, Harkness learning, shares similar educational goals with PBL, prompting discussions about their potential collaborative use in Chinese high school classrooms. This paper examines the feasibility of such implementation by exploring the origins, influences, and practical considerations of Harkness learning, introducing China's high school education system and discussing PBL implementation in China. The paper concludes that Harkness and PBL can potentially complement each other effectively, as Harkness specializes in refining academic abilities, while PBL aims to enhance general subject knowledge. As there is a relative scarcity of research material in this specific field, this literature review holds substantial importance for scholars who intend to conduct further research on the collaborative integration of Harkness and PBL, particularly within the context of implementation in China.
Humans can collaborate and complete tasks based on visual signals and instruction from the environment. Training such a robot is difficult especially due to the understanding of the instruction and the complicated environment. Previous instruction-following agents are biased to English-centric corpus, making it unrealizable to be applied to users that use multiple languages or even low-resource languages. Nevertheless, the instruction-following agents are pre-trained in a mode that assumes the user can observe the environment, which limits its accessibility. In this work, we're trying to generalize the success of instruction-following agents to non-English languages with little corpus resources, and improve its intractability and accessibility. We introduce UVLN (Universal Vision-Language Navigation), a novel machine-translation instructional augmented framework for cross-lingual vision-language navigation, with a novel composition of state-of-the-art large language model (GPT3) with the image caption model (BLIP). We first collect a multilanguage vision-language navigation dataset via machine translation. Then we extend the standard VLN training objectives to a multilingual setting via a cross-lingual language encoder. The alignment between different languages is captured through a shared vision and action context via a cross-modal transformer, which encodes the inputs of language instruction, visual observation, and action decision sequences. To improve the intractability, we connect our agent with the large language model that informs the situation and current state to the user and also explains the action decisions. Experiments over Room Across Room Dataset prove the effectiveness of our approach. And the qualitative results show the promising intractability and accessibility of our instruction-following agent.
