End In Mind Research Articles

Coaching With the End in Mind: Developing Coaching Skills Toward Meaningful Individual Learning Plans

Coaching With the End in Mind: Developing Coaching Skills Toward Meaningful Individual Learning Plans

337 Awardee Talk: What’s the focus of your teaching lens?

Abstract Throughout a career, the intersection of research and teaching unveils a profound realization - greatest contributions emerge when the teaching lenses are student-focused. A passion for teaching, rooted in early experiences with agriscience courses, evolved into aspirations to pursue a Master Teacher capacity. Embodied in a metaphor of evolving software, teaching continually updates to ‘version 9.0,’ emphasizing adaptability and a commitment to student-centered learning and their ‘becoming’. As an active co-participant in learning processes, I have honed teaching to my personality, aligning with a lens for the diverse needs of students and their growth. Most impactful teaching arises from attentive listening and a lens of deep understanding of students. One key to success lies in creating compelling, coherent learning environments and involving students in collaborative discussions about their educational goals - educating to elevate and empower mindsets. My courses initiate with a “Begin with the End in Mind” session, engaging students in dialogue about the value they seek from the term, collaboratively planning the path to their educational objectives while creating a ‘safe holding environment.’ Over time, a teaching philosophy emerged, centered around constructing courses with achievable high expectations, involving students in logistical decisions, and clarifying benchmarks to keep learning outcomes on track. Pedagogical goals are to be an “Orchestrator of Discovery,” fostering self-directed learning. Science courses are challenging, yet balanced with fairness, sincerity, and a lens of student-centeredness - pursuing student feedback. Continually seeking innovative teaching enhancements combat stagnation by testing alternative teaching approaches, striving for perfection while acknowledging that improvement becomes a constant journey. Experiments include various activities catering to diverse learning styles, integrating digital tools or high-impact experiences. Instilling intellectual passion by expressing excitement for the material fosters an atmosphere where students recognize the lens of relevance of the subject matter and self-learning. Success is witnessing students express excitement and genuine interest. A ‘teaching transcends the classroom’ lens is about making a lasting impact on students’ lives. A graduate expressing gratitude for something learned is an ultimate reward for pedagogical rectitude. Advancing long-term goals of becoming a better teacher occurs by participating in campus teaching programs, subscribing to teaching-publications, and engaging in scholarship of teaching and learning. Regular assessments and feedback mechanisms inform the practice, ensuring that we stay attuned to students’ needs by delivering impactful instruction. Another lens is to actively seek funding for the teaching program, collaborating to adopt innovative practices. In conclusion, teaching lenses are rooted in reflection, adaptability, student-centeredness, a heavy leadership development/growth thread and a commitment to foster a love of learning in others. As we navigate the dynamic landscape of education, may we be driven by a lens of belief that teaching is not just a profession - it is a calling.

Starting with the end in mind: Transformative curriculum development in Competency-based medical education (CBME)

Starting with the end in mind: Transformative curriculum development in Competency-based medical education (CBME)

Habits of Highly Effective Schools Administrators in the Era of Changing World Schools Under the Primary Education Service Area Office, Songkhla Province

Objectives: 1)to study the Degree of Success and Important of habits of highly effective school administrators in the era of a changing world, and 2)to investigate the necessary traits of effective school administrators in the changing world era. Theoretical Framework: By the concept of the 7 Habits of Highly Effective People (Covey (2004) which include: 1) Be Proactive 2) Begin with the End in Mind 3) Put First Things First 4) Think Win-Win 5) Seek First to Understand, then to be Understood 6) Synergize and 7) Sharpen the Saw. Methodology: It is a descriptive research. Data analysis included frequency, percentage, and the Modified Priority Needs Index (PNI modified). Findings: The findings revealed that the Degree of Success and Important Habits of Highly Effective School Administrators in the Era of a Changing World at a high level (x ̅= 4.46, SD= .58, x ̅=4.53, SD=.56). The overall necessity of traits of effective school administrators had a PNI modified value of 0.015. Specific traits in descending order of necessity included: Synergize (PNI modified = 0.047) Think Win-Win (PNI modified = 0.020) Seek First to Understand, then to be Understood (PNI modified = 0.018, Begin with the End in Mind (PNI modified = 0.017), Put First Things First (PNI modified = 0.015), Sharpen the Saw (PNI modified = 0.013) and Be Proactive (PNI modified = 0.004) Implications: Therefore, developing effective school administrators to cultivate all 7 habits necessitates studying essential data, which is perceptual information, to effectively develop habits. Given the importance and research findings, researchers recognize the significance of developing effective habits in school administrators in this ever-changing world to serve as a guideline for development and driving force in.

The Relevance of Islamic Character Education According “The 7 Habits of Highly Effective People” Book

This research aims to explore the relevance between the Islamic teachings on character education and the principles put forward by Stephen R. Covey in his book "The 7 Habits of Highly Effective People". The type of this research is a library research with an analytical descriptive approach. The research process involves collecting data related to character education, interpreting the data obtained, and further analyzing and interpreting the data. The results showed that Covey's seven habits, such as being proactive; starting with the end in mind; putting first things first; thinking winning; trying to understand first; then asking to be understood; realizing synergy; sharpening the saw have relevance to Islamic teachings. Although in line, Covey's character education principles are narrower when compared to Islamic teachings that cover the aspects of character and morals more broadly and in detail in the Qur'an and hadith. Islamic character education emphasizes the formation of individuals with strong faith. Overall, this study emphasizes the importance of character education in forming individuals with good personalities, especially in the context of building the Indonesian nation.

Spirituality As A Determinant Of Health: Emerging Policies, Practices, And Systems.

Reimagining public health's future should include explicitly considering spirituality as a social determinant of health that is linked to human goods and is deeply valued by people and their communities. Spirituality includes a sense of ultimate meaning, purpose, transcendence, and connectedness. With that end in mind, we assessed how recommendations recently issued by an expert panel for integrating spiritual factors into public health and medicine are being adopted in current practice in the United States. These recommendations emerged from a systematic review of empirical evidence on spirituality, serious illness, and population health published between 2000 and 2022. For each recommendation, we reviewed current federal, state, and local policies and practices recognizing spiritual factors, and we considered the ways in which they reflected the panel's recommendations. In this article, we highlight opportunities for broader application and scale while also noting the potential harms and benefits associated with incorporating these recommendations in various contexts. This analysis, while respecting the spiritual and religious diversity of the US population, identifies promising approaches for strengthening US public health by integrating spiritual considerations to inform person- and community-centered policy and practice.

Extrapolating Pre-service Physical Educators’ Motives and Barriers to Exercise as Basis for the Development of a Physical Activity Plan

The need to examine whether existing constructs in motives and barriers are still relevant in contemporary times is both a challenge and a trend in research concerning school physical activity. Ergo, this study sought to extrapolate Filipino pre-service physical educators' present-day motives and barriers to exercise, with a valid physical activity plan as the end in mind. A free-listing methodology was utilized to document the motives and barriers of the participants (N = 269) coded using the subscales of the Exercise Motivation Inventory (EMI-2) and Barriers to Physical Activity Scale, respectively. Motives and barriers not covered within the scales were initially coded as ‘other barriers’ and were subsequently coded in the light of existing literature. The subscales from the EMI-2 for coding the motives to exercise the PSPEs are still apparent in contemporary times which is led by ‘positive health’ and ‘appearance.’ Meanwhile, ‘lack of time’, ‘feeling too tired’, and ‘having an injury and/or disease’ are the three leading barriers for the respondents to exercise. Other motives and barriers were likewise reported in the study. A proposed physical activity plan was developed considering the results of the study, and inputs from the faculty implementers, and was validated by three expert physical educators using face validation. It is recommended that psychological and behavioral constructs such as motives and barriers be integrated into the planning, developing, implementing, and evaluating physical activity plans to foster healthy and active would-be physical educators.

Which ‘end’ do you have in mind? Clinical supervisors’ perceptions of Professional Identity Formation outcomes in GP residency

Purpose Professional Identity Formation (PIF) is crucial for high-quality patient care and physician well-being. Few empirical studies examined PIF in residency from the perspective of supervisors. In GP residency, residents are supervised with an ‘end in mind’ that remains unexplored. To encourage supervisors to reflect on their teaching behaviours, this study investigated GP clinical supervisors’ perceptions of PIF outcomes in GP residency. Methods Applying qualitative description, focus group interviews were conducted between spring and autumn 2019. Using a semi-structured interview guide, supervisors’ perceptions of PIF outcomes were explored. In an iterative coding process applying constant comparison, a thematic analysis was performed of focus group transcripts. Results We conducted eight focus groups with 55 supervisors at four training institutes across the Netherlands. Half of the supervisors were female. GP supervisors tend to address the ‘poor GP’ when prompted to address the ‘good GP’. PIF outcomes in GP residency should revolve around taking ownership in patient care, self-care and the persistence of GP as a profession. Conclusion PIF can be challenged by a lack of positive language. Supervisors’ strong beliefs regarding ideals of the profession potentially compromise PIF when they do not resonate with residents’ beliefs, resulting in poor educational alliance.

What emerging technologies and innovations present opportunities for economic repurposing of mined land, assets, and waste materials?

The definition of the future use of mined lands should be considered early in the life cycle of a mine. Well-established concepts, such as “Begin with the end in mind” or “Design for closure,” have at their core the idea of having in mind the intended use of the mined area before the cessation of operational activities. However, closure is complex and the optimal future use of a mined area involves evaluation of environmental, social, and economic aspects, all of which change through the life of a mine. Closure is also a dynamic and iterative process that needs to be integrated into operations, while accounting for the possibility of temporary or sudden closure (ICMM, 2019).

Building a Faculty-Led Study Abroad Program with Backward Design

Research has shown that high impact practices improve the quality of student learning, experience, retention, and academic success, particularly for underserved students. The teaching and learning practices that have been extensively tested and have been shown to be beneficial for college students include study abroad and field-based service-learning projects. In Summer 2019, a group of four undergraduate pre-service teachers at a Hispanic-serving university from the United States participated in a 10-day faculty-led Taiwan Study Abroad Program. One of the components of the program was a service-learning project – a 2-1/2-day English Language Camp in a Taiwanese elementary school. Using this study abroad program as a model, this article discusses how to develop and implement a program with the end in mind, including the respective academic preparation including the pre-travel, on-site, and post-travel assignments. The backward design framework provides instructors a planning structure and process to guide curriculum, assessment, and instruction.

Totes and trauma 3: a schematic for trauma persistence

PurposeThe purpose of this conceptual paper is to demonstrate how memes perpetuate trauma with a schematic. This conceptual paper uses the “begin with the end in mind” meme to format the presentation of the necessary components for the schematic of how trauma persists across generations. It is the third paper in a series of applications of the recursive, test-operate-test schematic to the systemic effects of the information processes involved in trauma. The schematic presented permits evaluations of solutions to interrupt the generational trauma cycle.Design/methodology/approachThe required schematic components are described. Trauma (actual or perceived threat to survival) will be briefly discussed. Evolutionary processes that create the psychophysiology necessary to support nominal social expectations (NSEs) memes and metaphors will be summarized. The development of NSEs will be discussed. Metaphors and memes necessary for the creation of the schematic and esoteric events at level Learning IV will be briefly described. Finally, Figure 3, which illustrates the maintenance of NSEs and attempts to prevent their violation, will be explained.FindingsIt is asserted that functional human social behavior requires NSEs. Trauma is found to persist through the presence of anti-nominal NSE memes that are transduced by the individual into anti-nominal metaphors, which then damage grid, place and dentate gyrus cell (GPDG) neurophysiology. The damaged neurocircuits allow the use of anti-nominal NSE metaphors within our individual neurophysiology. Furthermore, anti-NSE memes interfere with the self-organized criticalities (SOCs) of genetic-epigenetic processes necessary for the intergenerational transfer of functional social behavior. When anti-NSE nominal metaphors are transduced back into anti-NSEs, social niche memes, the trauma process is reiterated. Anti-NSE memes and metaphors are found to be inappropriate criteria central to the maintenance of persistent trauma. Therefore, anti-NSE memes have hijacked our epigenetics and our social niches. Solutions are available because during our evolution, the Homo clade developed esoteric capabilities and the ability to bring back what information we can from those encounters. This physiology operates around the 5HT2A neural receptors that process hallucinogens, such as psilocybin. Accessing this resource system, either through naturally occurring altered states of consciousness or through micro-dose pharmaceutical psilocybin and related neurotransmitters, produces a significant structural change in the GPDG system to reset the NSE system illustrated in the schematic to its nominal status so that we can maintain nominal NSE relationships within our meme niche(s).Research limitations/implicationsThe source of persistent trauma in our social niche(s), the means by which the trauma is maintained and the means to mitigate and perhaps eliminate persistent trauma are identified. Based on these three conclusions, it is difficult to make decisions regarding corrective actions because of ubiquitous anti-NSE memes and because of the limitations of our ordinary consciousness.Practical implicationsIf we wish to survive as a species, we will need to discover the criteria necessary to maintain our niche(s) congruent SOCs and use them instead of tyrannical memes described by Dawkins (1989) to make decisions about ourselves and our niche(s).Social implicationsSignificant courage is required to identify the memes that maintain trauma because many of them are culturally sacred cows. Unfortunately, we have known since Bremner's (1995) MRI study of posttraumatic stress disorder that trauma causes brain damage. Fortunately, our NSE genes compel us to pursue restitution of the memes that maintain our trauma-inducing cultures.Originality/valueSeveral original assertions are presented. While the Homo clade ancestors began the creation of the social niche(s) that led to Homo sapiens sapiens, it is asserted that the australopiths created the NSE memes which are the foundation behaviors that permit our social niche(s). Furthermore, NSEs were produced by enhanced intentionality skills and NSEs were created by both genetic and memetic processes. The evolution of intentionality-NSE neural networks is asserted as the source of intentional material manipulation. While anti-NSE memes are claimed as the source of persistent trauma, the practice of esoteric technologies is presented as a solution to persistent trauma.

Implementing conceptual engineering: lessons from social movements

ABSTRACT Communication strategies to shape public opinion can be applied to the philosophical program of conceptual engineering. I propose to look for answers to the implementation challenge for conceptual engineering on similar challenges that arise in other contexts, such as that of social movements. I claim that conceptual engineering is successfully practiced in other areas with direct consequences on the political landscape, and that we can apply to philosophy what we might learn from those successful practices. With that end in mind, I explain the psychological approach to conceptual engineering. I present what has been called ‘the implementation challenge’, which is the problem that emerges from the possibility of control over the content of our concepts. The challenge consists in that if there is not such control, conceptual engineering is not implementable. Then, I review some of the reactions that have been given to that challenge, and I defend the feasibility of conceptual engineering appealing to the collective action frames that social movements endorse as an instance of a successful kind of conceptual engineering and derive some strategies that might be of use for conceptual engineering in philosophy. Finally, I reply to some anticipated objections to my proposal.

Authorship: Begin With the End In Mind: Erratum.

Authorship: Begin With the End In Mind: Erratum.

Management Science for PAGTANAW 2050 Talent Development and Retention

PAGTANAW 2050 unraveled Science, Technology, and Innovation (STI) Talent Development and Retention (TDR) decision-making challenges and implementing them for its four clusters to contribute to the end goal of an archipelagic marine nation within evolving national and global systems. The goals of the proposed Foresight Institute (FI) are viewed through two management science frameworks, input-process-output-outcome (IPOO) and Kotter’s Leading Change model, with illustrative summary cases following six STI TDR steps. The approaches reflect the practical aspects of operationalizing efficiency, using experts, and empathy for people as the science itself adjusts to changing organizational environments. (i) Beginning with the end in mind, foresight-capable people for various roles must be lifelong learners (Outputs). Decision challenges of training (who, why, etc.) are analyzed with a data science use case on regional STI TDR supply-demand imbalance for high-skills future needs and a prospective information technology-business process management (IT/BPM) expansion into data-intensive markets to meet new challenges in climate change or information systems (Outcomes). (ii) The leadership and guiding coalitions (Inputs) need intangible ideas with science, technology, engineering, and mathematics (STEM) tools of emerging technologies like (AI) to transform people, e.g., the sense of urgency but patience for long-term foresight skills awareness, and the phronetic use of translational research for knowledge generation with multidisciplinary team for the overall good. (iii) Business Processes must consider where value is added highest in the IPOO, adjusting STI TDR activities to changing SWOT conditions - as shown in cases on process-induced learning in basic education, STEM retention through innovative first-year course design, and morphing problems in nursing STI. Foresight Institute failure may come from inputs/processes.

Influence of a Multiphase Inquiry-based Learning Project on Students' Science Literacy

Globally, fewer students are choosing careers in science. In developing countries like Bangladesh, this attrition is often attributed to limited access to laboratories, lack of qualified science teachers, and limited use of student-centered strategies (SCS). Educators are attempting to design professional development programs to empower teachers with innovative teaching methods that will eventually boost enrolment in STEM-related fields. With this end in mind, we designed a six-month-long grant-funded project that equipped five urban schools in Bangladesh with 20 science toolkits. We also provided 20 science teachers and five site coordinators with ongoing professional development to support use of these toolkits with 109 students for inquiry-based learning (IBL). Using an explanatory sequential design, we analyzed quantitative and qualitative data from three surveys. We also used transcripts from interviews with five site coordinators and four Zoom panel presentations to understand the numeric findings. While quantitative analysis with SPSS revealed that teacher-centered strategies (TCS) continue to be widespread in Bangladesh, we noted that the IBL project influenced student outcomes in several ways. The qualitative data confirmed that teachers who receive training and support over an extended period implemented SCS quite effectively. Both quantitative and qualitative findings revealed that a shift from TCS to SCS enhanced students' ability to hypothesize, experiment, and make real-life connections. In this paper, we describe statistically significant differences in the students’ knowledge across curriculum type and gender. We also describe the influence of the project on student attitudes.

Authorship: "Begin With the End in Mind".

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Deep Image Compression Toward Machine Vision: A Unified Optimization Framework

There has been an increasing consensus that the machine vision is gradually replacing human vision in numerous tasks, with the demonstrated success of artificial intelligence. In this paper, we propose a deep image compression scheme towards machine vision, with the principle of “begin with the end in mind”. In particular, a unified optimization scheme for end-to-end image compression towards machine vision is proposed, accompanied with the dedicated variable bitrate coding and generalized rate-accuracy optimization. The presented framework, which jointly optimizes the compression and the machine vision networks, exploits the utmost potential of robust machine vision for compressed images. The variable bitrate modules towards machine vision, which effectively shrink the storage space for model parameters, are further developed to accommodate to the real-world applications. Moreover, an iterative algorithm is presented to achieve the optimality in terms of the generalized rate-accuracy towards machine vision. Experimental results show that the proposed framework achieves the state-of-the-art object detection performance among the end-to-end image compression methods: in the exploration of Video Coding for Machines (VCM) in Moving Picture Experts Group (MPEG), and the proposed framework achieves 31.69% and 23.96% BD-rate gains compared with the VCM official test datasets, the Open Images dataset and the TVD dataset respectively, which are generated using the state-of-the-art standard Versatile Video Coding (VVC) standard. The generalization capability of the proposed framework is also verified with instance segmentation under various scenarios.

Quality Micro-decision-making at Selected Philippine Public Secondary Schools: An Iterative Process of Planning and Implementing the Curriculum

The Philippine K to 12 Basic Education Curriculum advances with the trends and developments in society and adapts to the sudden shifts of demands and restrictions for the effective delivery of a 21st–century education. The onset of School-Based Management (SBM) has given birth to rapid changes in the Department of Education (DepEd) these past years. Through the SBM, micro-level decision-making has been made to address the unique issues faced by a school which eventually developed a strategy for maximizing local resources for school development. The School Improvement Plan (SIP) has answered the continuing complexities in school management, notwithstanding the volatile education landscape in the new normal. This exploratory multiple case study looked into five (5) selected public secondary schools in the Philippines. It also uncovered constraints in setting plans and empowering the stakeholders to forge a larger school community. Data sources were survey questionnaires, semi-structured interviews, and document analysis through the school records. Considering different school categories, populations of learners and teachers, and types of educational leadership, the different views of educational institutions on planning improvements vis-à-vis the DepEd-mandated procedures on formulation and implementation of the SIP surfaced from the data. It is hoped that the investigation’s findings provide meaningful insights into crafting strategies to highlight the essence of stakeholders’ participation, especially in the planning phase. Although results revealed that schools’ have varied ways of making a SIP, each considered an informed, community-based preparation stage as an arduous capsulized plan, with an end in mind, to achieve an outcomes-based education. Notably, all DepEd schools share one set of vision, mission, and core values. School leadership matters the most in such an iterative process. Hence, school heads and their leadership style must cater to flexibility in contextualizing not only the SIP formulation but also its implementation.

Outcomes-Based Standardization: A New Approach to An Old Problem

The COVID-19 pandemic has significantly strained care delivery, reduced available resources, and further destabilized health care finances. As health care organizations emerge from a pandemic that has worsened uncontrolled health care spending, while greatly reducing patient volumes and revenue, reactive cost cutting with little regard for the people at the end of those decisions quickly emerged as the standard approach. Historically, limiting cost decisions to product selection was a common, yet minimally effective, strategy for controlling health care spending. In the post-COVID health care environment, where clinical and financial challenges are greater than ever, a new approach to reducing health care spending offers promise. Outcomes-based standardization is an approach that begins with the end in mind, incorporating lean concepts to alleviate redundant or ineffective products and practice, while prioritizing value added activities to catalyze the greatest reduction of harm, time, and money spent. Outcomes-based standardization is a framework for change that balances clinical and financial decisions to ensure high value care across the continuum. This new approach has been employed across the country to help health care organizations reduce health care spending. This article explains what it is, why it works, and how the reader can successfully deploy it across the health care spectrum to achieve better clinical outcomes, alleviate waste, and reduce unnecessary health care spending.

Correlation between EQ and measures of leadership style, effectiveness, and self-efficacy in the workplace

Many of today's most successful companies recognise emotional intelligence as a key indicator of long-term professional success. Emotional intelligence relies in large part on one's ability to shift and change in response to new information and circumstances. The purpose of this research is to determine how secondary school teachers' emotional intelligence affects their sense of professional competence, leadership style, and classroom performance. Results demonstrated a favourable relationship between emotional intelligence and female instructors' sense of competence, leadership style, and students' achievement. The first step in cultivating educators with high emotional intelligence is for teacher preparation programmes to craft their curricula with this end in mind, with the intention of assisting educators in becoming more effective, with the inclusion of various strategies for improving leadership style, and with the comprehensive coverage of all necessary teaching skills.