Primary Drivers of the Recent Changes Observed in Global Ocean Circulation Patterns in Mozambique

The importance of resilience in young children is paramount as it helps them adjust to their life difficulties. Whilst extensive empirical studies have focused on students and adults’ resilience, there has been relatively little attention to the development of children’s resilience during their early years. Although the concept of resilience and most of the protective and risk factors have primarily been investigated in Western literature, little is known about the understanding of resilience in non-Western cultures. Ungar (2008, 2012) has constantly emphasised the important influence of cultures and contexts on resilience research. There has also been a lack of knowledge surrounding the concept of developing resilience in theory and practice in Taiwan. This study sought to narrow these gaps in the knowledge of resilience. This study focuses on the power of storytelling as an effective preschool pedagogy in order to facilitate the development of children’s resilience. The purpose of this narrative study is to explore preschoolers’ lived experience of resilience in the public preschools in Taiwan, through the engagement of teachers’ storytelling in relation to resilience-orientated stories. In order to fully understand these lived experiences, this study uses Bronfenbrenner’s Ecological Systems Theory as a theoretical framework to analyse the potentially reflexive influence of social and contextual elements on individual preschoolers’ experiences of developing resilience. This study was undertaken in a narrative approach as a methodology to capture preschoolers’ lived experiences in relation to resilience. There were five preschoolers selected from three public preschools in Taiwan. Two analytical frameworks were adopted to analyse the multiple methods of data collection that included classroom observations; children, teachers and parents’ interviews; children’s documents; and my own research field notes. Firstly, to explore preschoolers’ narratives of resilience, the analytical framework was developed from Riessman’s dialogical/performance narrative analysis (2008). Secondly, to explore influential elements and the children’s interactions with these on the development of their resilience in the five ecological systems, Bronfenbrenner’s Ecological Systems Theory provided a theoretically thematic framework. The findings of this study were presented in accordance with these two analytical frameworks. In children’s narratives of resilience, there were four themes identified: 1. The process of children’s resonance with, and teachers’ storytelling in relation to, the resilience-orientated story as the premise of promoting children’s resilience. 2. A collaborative narrative as a resilience facilitator. 3. The complementary relationship between children’s resilience and emergent identities shaped by the daily interactions with some unique social and cultural elements in the Taiwanese context. 4. Multimodality of preschoolers’ narratives as a means of obtaining insight into children’s lived experiences of resilience. The findings surrounding sources of resilience provided insights into the understandings of an emerging construct of resilience, and of influential elements and their interactions with individual children on their resilience in the Taiwanese social and cultural context. These influential elements and interactions encompass the values of extended families as an element of a cultural heritage, cram schools playing a unique educational culture, and multiple religious traditions as the Taiwanese way of practicing their folk beliefs and religions. This study also contributes to the resilience literature from the Taiwanese social and cultural perspective, and also demonstrates the limitation of Bronfenbrenner’s Ecological Systems Theory in understanding the importance of cultural influences on an individual’s development of resilience. Findings recommend and reinforce the effective use of storytelling pedagogy for professional practice in early childhood education for promoting the development of children’s resilience in the early years. The findings also provide evidence to education policy makers in Taiwan by minimizing the influence of uncertain education reform on children’s resilience, and by recognizing and prioritizing the importance of children’s resilience development in early childhood education.

An early childhood child is an individual who actively interacts with individuals around them. From these direct interactions, children learn social norms and ethics that shape and develop their character. This study focused on the process of early childhood learning from the environment in developing their character from Bronfenbrenner's Ecological Systems theory framework. Eleven interviewees participated in this qualitative research. The findings revealed that at the mesosytem level, a learning environment in the community that is safe and supportive of children's growth and development will develop children's positive character. These results corroborated that positive interactions within the environmental layers in Bronfenbrenner's Ecological Systems Theory will contribute positively to children's development. Parents and RuPin Coordinators unanimously stated that education contributes positively to children's growth and development. Even the smallest knowledge gained by children will affect their mindset and behavior, so a commitment to providing a safe and positively stimulating learning environment is important. From the perspective of Bronfenbrenner's ecological systems theory, an adequate learning environment for young children should involve positive interactions between various environmental systems: family, school, peers and community.

Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

The objective of the review is to identify factors related to how East and Southeast Asian immigrant youth aged 12-24 and their families access mental health and substance use (MHSU) services. To address how East and Southeast Asian youth and their families access mental health and substance use services, a scoping review was conducted to identify studies in these databases: PubMed, MEDLINE (Ovid), EMBASE (Ovid), PsychINFO, CINAHL, and Sociology Collection. Qualitative content analysis was used to deductively identify themes and was guided by Bronfenbrenner's Ecological Systems Theory, the process-person-context-time (PPCT) model, and the five dimensions of care accessibility (approachability, acceptability, availability and accommodation, appropriateness, affordability). Seventy-three studies met the inclusion criteria. The dimensions of healthcare accessibility shaped the following themes: 1) Acceptability; 2) Appropriateness; 3) Approachability; 4) Availability and Accommodation. Bronfenbrenner's Ecological Systems Theory and the PPCT model informed the development of the following themes: 1) Immediate Environment/Proximal Processes (Familial Factors, Relationships with Peers; 2) Context (School-Based Services/Community Resources, Discrimination, Prevention, Virtual Care); 3) Person (Engagement in Services/Treatment/Research, Self-management); 4) Time (Immigration Status). The study suggests that there is a growing body of research (21 studies) focused on identifying acceptability factors, including Asian cultural values and the model minority stereotype impacting how East and Southeast Asian immigrant youth access MHSU services. This review also highlighted familial factors (16 studies), including family conflict, lack of MHSU literacy, reliance on family as support, and family-based interventions, as factors affecting how East and Southeast Asian immigrant youth access MHSU care. However, the study also highlighted a dearth of research examining how East and Southeast Asian youth with diverse identities access MHSU services. This review emphasizes the factors related to the access to MHSU services by East and Southeast Asian immigrant youth and families while providing insights that will improve cultural safety.

The purpose of this study is to compare how Swedish school principals understand basic values that are important in fulfilling the Swedish national curriculum, Curriculum 1994 (a new curriculum, Curriculum 2011, which came into operation in autumn 2011, has only minor differences compared to the common text in Curriculum 1994), considering Bronfenbrenner's ecological systems theory. Two rounds (in 1998 and 2009) of somewhat different interview questions were conducted in the southern part of Sweden, and the data analysis technique of content analysis was chosen. The main results show a need to add levels into the original Bronfenbrenner ecological systems theory regarding basic values in the Swedish compulsory school system.

This study explores the role of different ecological levels, following the framework of Bronfenbrenner's Ecological Systems Theory, in shaping students' access to digital technology that ultimately affected their academic achievement during the COVID-19 pandemic in Bangladesh.This study examines rural-urban differences across digital access, social determinants of health, and supportive institutional environment using data from 372 secondary school students.The study tested seven ecological theory-based hypotheses using quantitative methods (logistic and multinomial regression and chi-square analysis).Results showed substantial macrosystem-level structural inequalities in device ownership and online class attendance between urban and rural students.The exosystem also influenced digital access, with students from wealthier families and those with better-educated parents having substantially better access.Microsystem factors such as ownership of a device had a strong predictive value for student's online class participation and was correlated with less academic decline.Furthermore, the chronosystem was also at play as student's facing mental and physical health problems experienced poorer academic outcomes.Some of the negative impacts were cushioned due to institutional support, in particular, financial subsidies.The findings of this research affirm the complex, multilayered nature of educational inequality during the pandemic, and highlight the need for targeted multi-level policy measures to close social and geographical gaps in digital education access.

To explore Taiwanese adolescents' experiences with asthma. Exploratory qualitative study using semi-structured face-to-face interviews, framed within Bronfenbrenner's Ecological Systems Theory. Data were collected until saturation was reached. The interviews focused on adolescents who experienced asthma during their developmental stages. Data were managed using NVivo V12 program. This study was conducted at an outpatient paediatric clinic located within a tertiary teaching hospital (anonymised for review) in Taiwan. Seventeen Taiwanese adolescents with asthma were interviewed, resulting in the emergence of eight main themes: 'asthma exacerbation and its impacts', 'maintaining physical comfort', 'increased compliance with medication or treatment regimes', 'peer interactions', 'available resources at school', 'uncertainty', 'changes in social participation to manage symptoms', and 'conflicts in asthma care across different generations of family caregivers'. Taiwanese adolescents with asthma experience regular disruptions to their social participation and school attendance. As a result, maintaining peer relationships may be challenging. Understanding the experiences of adolescents with asthma provides insights in optimising asthma care at home and school settings. Our findings highlight the importance of enabling teachers to respond appropriately to the needs of adolescents with asthma. A lack of understanding among teachers can aggravate adolescents' fear of embarrassment when using an inhaler in the presence of their peers. This may lead to reduced social interactions and feelings of isolation. To create a supportive environment, it is crucial to equip teachers and peers to recognise and respond to asthma symptoms. This study addressed the lack of understanding of the developmental needs of Taiwanese adolescents with asthma. Adolescents' home and school environments impact asthma management. Families, teachers and healthcare professionals must consider the developmental experiences of adolescents living with asthma in order to provide appropriate care. COREQ was used. The data consists of answers given that comprise responses provided by patients during interviews.

The influx of multicultural and multiethnic immigrants to the United States following the liberalization of immigration law in 1965 has resulted in a high representation of children who reside with immigrant families. As these children are approaching early adulthood, their encounter with various ecological systems is likely to be shaped by their cultural differences and the diversity of family settings. Drawing on the insights of Bronfenbrenner's ecological systems theory, this article highlights the critical function that family social ecology plays in how children of immigrants will fare over their adolescent life course. By providing a comprehensive picture of how immigrant family process takes place, this article suggests how understanding the ecology of immigrant families can help strengthen social work service delivery.

The number of street children is increasing at alarming rate in the country. The several composite factors drive these children to the street life where they are confronted with the numerous threats. This study proposed to explore the root causes alongside the risks connected with street life. A qualitative study design was used to interview 50 street children from 5 hotspot sites of Peshawar, which includes Haji Camp Adda, Gulbahar, Karhano Market, University Town and Firdous Bazaar. This study is based on Urie Bronfenbrenner's ecological systems theory focusing on the quality and context of the child's environment. There are two types of street children available, on and off the Street children. The determinants included strict parenting style, orphan by father, large family size and backing family. The negative attitude of society, physical and sexual abuse, weather conditions, health and hygiene and long working hours are the high rank factors. Such the challenges and exposure adversely affect child personality and development. Constitution guaranteed basic rights of free and compulsory education and a dire need to provide a safe and protected environment with a comprehensive social rehabilitation and reintegration program for street children

We investigate the effect of changes in the tectonic boundary conditions on global ocean circulation patterns. Using a fully coupled climate model in an idealized setup, we compare situations corresponding to the late Oligocene, the early Miocene, and present day. The model results show the existence of a flow reversal through the Panama Seaway between the Oligocene and Miocene. This flow reversal is induced by global tectonic changes related to the widening of the Southern Ocean passages and the closing of the Tethys Seaway. It mainly involves the wind‐driven ocean circulation, in agreement with previous model studies. The global thermohaline circulation in the Oligocene and Miocene simulations is significantly different from the present‐day conveyor circulation, as there is deepwater formation in both the North Atlantic and the North Pacific oceans. In particular, in the Oligocene simulation the salinity contrast between the Atlantic and Pacific oceans is reduced because of water mass exchange through the low‐latitude connections between the two oceans.

School readiness has been identified as one of the major determinants of an individual’s later academic success (Cappelloni, 2011; Kim, 2008; Lunenburg, 2011). School readiness encapsulates academic readiness and socio-emotional development, and is impacted not only by the child, but also by the child’s family, the early environment, the school, and the community (Cavanaugh, Lippitt, & Moyo, 2000; Huffman, Mehlinger, & Kerivan, 2000; Maxwell & Clifford, 2004; National Research Council and Institute of Medicine, 2000; Peth-Pierce, 2000; Raver, 2002). Despite a plethora of studies in school readiness, there has been a lack of examination of school readiness through the lens of teachers. As parents and teachers vary in their expectations regarding the academic tasks children should be able to perform before entering school (Hains et al., 1989; O’Donnell, 2008; Piotrkowski et al., 2000; Wesley & Buysse, 2003), exploring the phenomenon of school readiness through teacher reports is warranted. The current study will be well grounded in Urie Bronfenbrenner's ecological systems theory since this theory provides a framework for the impact of immediate family and school contexts on child outcomes (Bronfenbrenner, 1979, 2005). School readiness involves children, families, early environments, schools, and communities (Maxwell & Clifford, 2004). Each aspect is housed in the systems within Urie Bronfenbrenner’s ecological systems theory. Since the three contexts of child, family, and community are critical factors for young children academically and socio-emotionally, Urie Bronfenbrenner's ecological systems theory can explain the variations in children’s academic and socioemotional readiness. The sample for this study included 13,383 first time kindergarteners from the Early Childhood Longitudinal Study- Kindergarten Cohort of 2011-11 (ECLS-K 2011). This nationally representative dataset was used to examine child factors and family backgrounds effects on school readiness based on teacher report. This study found that the interaction between both high literacy and low self-control had significant outcomes on academic readiness. Those children with high literacy and low self-control had lower scores on academic readiness. In addition, low literacy and high self-control also had significant effects on academic readiness. Children with low literacy and high self-control had higher scores on academic readiness. These findings suggest that both literacy and self-control have significant effects on child academic readiness.

BackgroundNon-suicidal self-injury (NSSI)—an increasingly serious mental health issue among adolescents—is closely associated with several mental illnesses. Qualitative studies on parents of adolescents with NSSI behaviors in China—despite some advancements—have neglected to explore it as a result of individual–environment interactions. This qualitative study aimed to investigate the psychological experiences of parents of adolescent patients with NSSI based on Bronfenbrenner’s ecological systems theory, thus placing NSSI among adolescents in its corresponding social context.MethodsThis qualitative study was conducted using face-to-face semistructured interviews between April and September 2024. The questions were set based on the Bronfenbrenner's ecological systems theory before the interview. Parents of adolescent inpatients with NSSI were recruited from the mental health department of a tertiary hospital in northern China. Colaizzi’s seven-step method was used to organize, analyze, and extract the themes from the data.ResultsEighteen parents were interviewed. The following four main themes emerged from the interview data: micro-system—coexistence of caregiver distress and growth (persistent negative emotions, positive experiences after self-adjustment, learning about mental illness, and improved disease management capabilities); meso-system—lifestyle changes (forced abandonment of social life, influence on other children, financial burden, and change in family atmosphere); exo-system—weak support system (limited resources of psychiatric services and desire for more supports); and macro-system—cultural environment.ConclusionsThe social ecosystem of parents of adolescents with NSSI is undesirable. Psychological intervention, online and offline extension services, and the dissemination of professional knowledge may help improve the mental health level and care ability of parents of adolescents with NSSI, thereby reducing adolescent self-injurious behaviors.

In this article, the authors examine the important yet often overlooked role of specialized disability resource professionals (DRPs) in medical education. Although disability inclusion has gained momentum, disparities in accommodations, learning environments, and residency selection persist for medical students with disabilities (MSWDs). Despite national calls for institutional commitment to accessibility, only 9% of U.S. medical schools employ a dedicated DRP, leaving many MSWDs without specialized support to navigate the complexities of medical training. The authors argue that DRPs are essential not only for individual accommodation implementation but also for institutional change, including faculty development, policy reform, and the dismantling of systemic ableism in medical education.Drawing on Bronfenbrenner's Ecological Systems Theory, the authors propose a framework for understanding the multilevel impact of DRPs from direct student support to shaping national policies. Data from the 2024 Association of American Medical Colleges Graduation Questionnaire (GQ) highlight significant barriers in disability support services: 15.4% of students found the accommodation process overly difficult, 27.2% refrained from seeking accommodations due to stigma, and 5.1% reported unclear institutional processes for requesting accommodations. These findings underscore the necessity of specialized DRPs to enhance transparency, streamline accommodation processes, and improve faculty preparedness to support disabled learners.The authors advocate for standardized DRP competencies in medical education to ensure consistent, high-quality disability support across institutions. Without investment in specialized DRPs, inequities in medical education may persist, undermining broader efforts toward inclusion. To create a truly accessible and equitable learning environment, medical schools should move beyond compliance and recognize DRPs as indispensable to the success of all learners.

Introduction: A wide gap in knowledge exists about the factors associated with newborn care in rural Zambia. In this year of the nurse and midwife, the purpose of this article is to provide transcultural researchers with an example of how Bronfenbrenner's Ecological Systems Theory (EST) can be used to guide an exploration of the cultural practices, knowledge, and beliefs of newborn care and health-seeking behaviors in rural Zambia. Methodology: Based on the EST, maternal knowledge represents the microsystem while family and community members embody the mesosystem. Health care organization denotes the exosystem with culture representing the macrosystem and health policy the chronosystem. Results: Numerous implications for transcultural nursing practice emerged from this adaptation of the ecological systems approach. Findings reveal a maternal dualism faced by Zambian mothers as they navigate the complex interplay between cultural newborn care practices and evidence-based newborn care promoted by the health care system. Discussion: Based on our proposed operationalization of the EST for a transcultural nursing study, the EST can be applied globally, further validating the theory.

The educational framework of communities of practice postulates that early learners join medical communities as social networks that provide a common identity, role modeling and mentorship, and experiential learning. While being elected into a medical society is an honor, member engagement in these groups can falter if the society membership is seen as an honorific rather than one requiring continuing participation. As an example, Academies of Medical Educators have been established by many academic medical centers to encourage collaboration, skill development, professional identity formation, and scholarship. The University of North Carolina established the Academy of Educators in 2006 to create a diverse community of educators to promote the scholarship, teaching skills, and professional identity of educators. Despite rapid growth to over 500 members, we had less than 30 participants at events over the 2017-2018 academic year. To increase member engagement and participation, our academy leadership team used Bronfenbrenner’s Ecological Systems Theory to design interventions at each layer of environmental influence, specifically at the microsystem, mesosystem, exosystem, macrosystem, and chronosystem levels. In this paper, we describe the multipronged approach used to increase the University of North Carolina Academy of Medical Educators event attendance from 30 to 1,000 faculty participants over the course of one academic year (2018-2019). This paper provides a model as to how medical societies can use ecological systems theory as a natural and comprehensive approach to plan and improve their member engagement and experience.