Harmony Program Research Articles

Securitization: Terrorism prevention policy in Poso Regency, Central Sulawesi

The existence of terrorism in Poso Regency, Central Sulawesi is triggered by a communal conflict among religions since 2000. A series of acts of terrorism have disrupted the regulation of government and public order and security, so that the regional government carried out special handling of this case. The objective of this study is to analyze the pattern of terrorism prevention carried out by the regional government in Poso Regency. This study used a qualitative method with a case study approach to conduct an in-depth descriptive study regarding the pattern of strengthening the terrorism prevention policy and its follow-up. In analyzing this case, this study used the concept of securitization developed by Buzan (1991) through the principles of social, economic, and political security. The results of the study showed that the regional government has made efforts to prevent acts of terrorism by (1) Strengthening the Early Detection of Terrorism Tendency Program, (2) Strengthening the Religious Harmony Program, (3) Strengthening the Community Social Life Program, (4) Strengthening the Entrepreneurship Program that covers various activities, including; establishing Village of Harmony and Early Awareness Forum, carrying out counseling on Pancasila values, providing social assistance and entrepreneurship training for the poor and families of ex-terrorism convicts. This study concludes that the regional government has made systematic efforts with a securitization approach in a strict security pattern with community involvement.

EFFECTS OF THE FIFA 11+ AND HARMOKNEE WARM-UP PROGRAMS ON PHYSICAL PERFORMANCE MEASURES ININDIAN ELITE FOOTBALL PLAYERS (AN EXPERIMENTAL STUDY)

This study was carried to determine the benefits of fifa 11+ and harmoknee warm-up protocol in indian male football players and conclude the superiority between the two established protocols in accordance with their effects on sprinting, vertical jump, kicking accuracy, and agility. 45 healthy male footballers (mean age 21.44±5.3yrs, height1.76±0.2m&weight 73.19±11.5kgs) participated in the study. The participants were equally divided into group a= fifa 11+, group b = harmoknee, and the control group. The experimental groups (gp a &gp b) underwent training for 6 weeks, and trained for 20 minutes per session on all days except sunday (36 sessions), whereas the control group performed their regular football training. The performance tests carried out were the 20m speed test, vertical jump test, illinois agility test, and wall volley test. The results were analyzed by spss version 17. Within-group pre and post comparisons were done using paired t-test, an inter-group comparison was done using one-way anova followed by multiple comparisons bonferroni. The level of significance for all tests was set at 5% (p=0.05). In the present study, the vertical jump was improved significantly only in gp a (6.75% increase, p=0.001) as compared to gp b (p=0.082) & the control group (p=0.291). While agility improved in both gp.a (7.23% increase, p=0.00) & gp.b (5.43% increase, p=0.001), no significant improvements were observed in the kicking accuracy & sprinting ability in all the 3 groups within group comparison. However, on inter-group comparison, significant differences were observed between group a& b (p=0.009) with gp b demonstrating more kicking accuracy as compared to gp a. 6-weeks training of 11+ warm-up program enhance vertical jump and agility but it does not improve player’s kicking accuracy and sprinting ability and the harmony program improves agility but has no positive effect on sprinting and kicking accuracy in young professional male footballers. 11+ injury prevention programs can be implemented to enhance agility and vertical jump in young male football players.

Impact of the Healing in Harmony program on women's mental health in a rural area in South Kivu province, Democratic Republic of Congo.

To assess whether Healing in Harmony (HiH), a form of music therapy, improved women's mental health following conflict-related trauma and sexual violence in the Democratic Republic of Congo. This study used a step-wedged design and included 167 women, who completed up to two pre-tests, a post-test, and up to two follow-up interviews at 3 and 6 months after completing the program. The Hopkins Symptoms Checklist was used to measure anxiety and depression. The Harvard Trauma Questionnaire was used to measure post-traumatic stress disorder (PTSD). Generalized estimating equations with unstructured covariance were used to estimate mean change in mental health scores and relative risks (RRs) for screening positive. Prior to starting the HiH program, 73.9, 84.2, and 68.5% screened positive with median scores being 2.20, 2.70, and 2.06 for depression, anxiety, and PTSD, respectively. The RR for screening positive declined significantly (RR = 0.49 for depression, 0.61 for anxiety, and 0.54 for PTSD) and mean scores declined significantly by -0.54, -0.67, and -0.53 points, respectively, from the pre- to the post-test, declines that were sustained at the 3-month and 6-month follow-up interviews. The HiH program was associated with significant improvement in women's mental health that was sustained up to 6 months post completion of the program despite instability in the region and evidence of continued experience of conflict-related trauma during the study. These data support the value of providing psychological care in the context of ongoing humanitarian crises.

Getting along with others as an educational goal

Purpose The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate. Design/methodology/approach The current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire. Findings Findings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations. Practical implications The present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes. Originality/value Researchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.

Love of Homeland Character Education through Green Harmony Program in State Elementary School Border Sambas - Malaysia

This research aimed to know the character education of love of homeland through a green harmony program at Border State Elementary School Sambas - Malaysia. Which viewed from the aspect of planning, implementation, and evaluation of learning characteristic of green harmony. Place of research conducted at Sajingan Besar 03 State Elementary School and Sasak 07 State Elementary School. This research was qualitative research that produces descriptive data. The subject of this research were headmasters, teachers, and students. Data collected by interview, observation, and documentation. Data were analyzed using data analysis techniques with data collection steps, data reduction, data presentation, and data verification (drawing conclusions). Technique examination of data validity by using technique triangulation and source. The results showed that character education through green schools program implemented in the planning, implementation, and evaluation of learning was running well. Characteristic learning planning begins with an understanding of school programs and planning of learning scenarios. The implementation of learning was carried out by applying SERU's learning (happy, effective, friendly, unique) and contextual learning approaches. Characteristic learning evaluation was conducted by observation, anacdetal record, and portfolio.

Lex talionis in the twenty-first century: revenge ideation and terrorism

ABSTRACTHamza bin Laden’s declaration of revenge against the U.S. and his subsequent designation as a Specially Designated Global Terrorist indicate a new stage in counterterrorism operations against Al Qaeda [United States Department of State. (2017). State department terrorist designation of Hamza bin Laden. Retrieved from https://www.state.gov/j/ct/rls/other/des/266536.htm]. Revenge in the context of terrorism has not been studied sufficiently in behavioral sciences. This mixed-methods study investigates the role of revenge ideation in radicalization and terrorism. Using an explanatory sequential research design, the quantitative analysis identifies the relationship between radical beliefs and behavior and group grievance, which is then explained through the qualitative analysis of revenge ideation. The quantitative study sample includes 152 members of terrorist groups obtained from the Profiles of Individual Radicalization in the United States database [National Consortium for the Study of Terrorism and Responses to Terrorism (START). (2017). Profiles of individual radicalization in the United States (PIRUS) [Data file]. Retrieved from www.start.umd.edu/keshif-pirus/]. The qualitative study is based on 52 documents obtained from Bin Laden’s Bookshelf [Office of the Director of National Intelligence. (2015). Bin Ladin’s Bookshelf. Retrieved from https://www.dni.gov/index.php/features/bin-laden-s-bookshelf] and the Harmony Program [The Combating Terrorism Center at West Point (CTC). (2012). Harmony program. Retrieved from https://ctc.usma.edu/programs-resources/harmony-program]. The results indicate that generalized group grievance predicts radical beliefs and behavior. The documents denounce revenge against internal enemies but encourage revenge toward external enemies; this demonstrates the flexibility of terrorist strategies in response to the changing political situation.

A dangerous science: psychology in Al Qaeda’s words

Terrorist organizations’ use of psychology in analysing psychological issues in the everyday lives of their members and developing coping strategies has not been sufficiently investigated in the terrorism research. This qualitative study investigates Al Qaeda’s view of psychology, its analysis of psychological issues, and the utilization of coping strategies among terrorists. The study is based on 255 documents from the Bin Laden’s Bookshelf (Office of the Director of National Intelligence. [2015]. Bin Ladin’s Bookshelf. Retrieved from https://www.dni.gov/index.php/features/bin-laden-s-bookshelf) and Harmony database documents (The Combating Terrorism Center at West Point [CTC]. [2012]. Harmony program. Retrieved from https://ctc.usma.edu/programs-resources/harmony-program). The results indicate that Al Qaeda perceived psychology as a dangerous and important science. Psychological issues identified in this study include three types of suicide, depression, anxiety, security stress, diversity stress, and enforced idleness. Terrorists used both religious and secular coping strategies to overcome psychological issues. These findings can contribute to future research and counterterrorism efforts in understanding both the survivability and vulnerability of terrorists.

어울림프로그램이 초등학생의 사회성 향상과 분노 감소에 미치는 효과

본 연구는 어울림프로그램이 초등학교 고학년 학생의 사회성 향상과 분노 감소에 미치는 효과를 알아보는데 목적이 있다. 경상북도 G시에 소재한 S초등학교 6학년 2 학급을 실험집단과 통제집단으로 나누어 창의적 체험활동 시간을 활용하여 총 8회기 어울림프로그램을 실시하였다. 본 연구에서는 자아존중감 1회차~3회차, 감정조절 4회차~5회차, 공감 6회차~7회차, 의사소통 8회차의 순서로 프로그램을 구성하여 진행하였다. 어울림프로그램이 사회성과 분노에 미치는 효과를 알아보기 위하여 2(집단)×3(측정시기) 반복측정 분산분석과 단순주효과 분석을 실시한 결과, 본 연구에서 구성한 어울림프로그램은 초등학교 고학년 학생의 사회성 향상과 분노 감소에 유의미한 효과를 가지는 것으로 나타났다. 논의 및 결론에서는 연구 결과에 관한 함의, 어울림프로그램의 다양한 활용가능성에 대한 시사점, 연구의 제한점 및 후속연구를 위한 제언을 언급하였다.

Albiglutide: Is a better hope against diabetes mellitus?

Type-2 diabetes mellitus (T2DM) is the chronic metabolic disorder which provokes several pitfall signalling. Though, a series of anti-diabetic drugs are available in the market but T2DM is still a huge burden on the developed and developing countries. Numerous studies and survey predict the associated baleful circumstances in near future due to incessant increase in this insidious disorder. The novelty of recent explored anti-diabetic drugs including glitazone, glitazaar and gliflozines seems to be vanished due to their associated toxic side effects. Brown and Dryburgh (1970) isolated an intestinal amino acid known as gastric inhibitory peptide (GIP) which had insulinotropic activity. Subsequently in 1985, another incretin glucagon likes peptide 1 (GLP-1) having potent insulinotropic properties was discovered by Schmidt and his co-workers. On the basis of results' obtained by Phase III Harmony program FDA approved (14 April, 2014) new GLP-1 agonist 'Albiglutide (ALB)', in addition to exiting components Exenatide (Eli Lilly, 2005) and Liraglutide (Novo Nordisk, 2010). ALB stimulates the release of protein kinase A (PKA) via different mechanisms which ultimately leads to increase in intracellular Ca(2+) levels. This increased intracellular Ca(2+) releases insulin vesicle from β-cells. In-addition, ALB being resistant to degradation by dipeptidyl peptidase-4 (DPP-4) and has longer half life. DPP-4 can significantly degrade the level of GLP-1 agonist by hydrolysis. In spite of potent anti-hypergycemic activity, ALB has pleiotropic action of improving cardiovascular physiology. In light of these viewpoints we reveal the individual pharmacological profile of ALB and the critical analyse about its future perspective in present review.

간호대학생을 위한 대인관계조화 프로그램의 효과

간호대학생을 위한 대인관계조화 프로그램의 효과

In Harmony: A technology-based music education model to enhance musical understanding and general learning skills

This article reports on the practice and evaluation of a music education model, In Harmony, which utilizes new technologies and current theories of learning to mediate the music learning experience. In response to the needs of twenty-first century learners, the educational software programs Teach, Learn, Evaluate! and Impromptu served as central components of the program’s curriculum. Moreover, drawing on educational theories that value general learning skills as prerequisites to scholastic achievement, the In Harmony program provided a context in which students could improve their working memory, self-regulation, and cognitive flexibility. The model was adopted internationally in Bloomington, IN and Jaffa, Israel, and featured individual tasks administered through computer software, as well as group music composition activities. By incorporating computer technology within the program’s design, and targeting the above-mentioned learning skills, we sought to strengthen the impact of the music lessons and deepen our understanding of the mechanisms linking music education and enhanced cognitive development. Quantitative and qualitative evaluation of the children’s working memory, self-regulation, and cognitive flexibility, as well as qualitative analyses of data collected during the intervention, indicated that the In Harmony model and the educational software used successfully scaffold musical instruction, with beneficial outcomes in fostering working memory, self-regulation, and cognitive flexibility.

A dual identity-electronic contact (DIEC) experiment promoting short- and long-term intergroup harmony

Existing intergroup harmony programs have been short in length with little long-term evaluation of their true effectiveness. This experiment addresses this limitation through the development and evaluation of a new intergroup harmony program that integrates dual identity and contact tenets. At Time 1, 116 Australian Muslim and 104 Australian Christian first-year high school students attending religiously segregated schools completed pre-test measures of intergroup bias, intergroup anxiety, prejudice, and outgroup knowledge. Eight months later, in the next year of school, these students were allocated to either the nine-week dual identity-electronic or E-contact (DIEC) program that involved Muslim and Christians interacting via a synchronous internet chat tool, or the control condition where they completed the program within their religious groups with no recategorization. All participants completed the same pre-test measures at two weeks (Time 2) and 6-months (Time 3) post-program. At Time 2, for students in the DIEC condition, intergroup bias and intergroup anxiety decreased significantly, and outgroup knowledge increased significantly, compared to the control condition. In the case of intergroup bias, the decrease was maintained at Time 3. Moderation effects of ingroup identification and outgroup friendship, and mediation effects of intergroup anxiety were also found. These encouraging findings highlight that carefully designed E-contact programs can successfully promote intergroup harmony in both the short- and long-term.

Postpartum Depression Prevention for Reservation-Based American Indians: Results from a Pilot Randomized Controlled Trial.

BACKGROUND: Postpartum depression is a devastating condition that affects a significant number of women and their offspring. Few preventive interventions have targeted high risk youth, such as American Indians (AIs). OBJECTIVE: To evaluate the feasibility of a depression prevention program for AI adolescents and young adults. METHODS: Expectant AI women (mean age = 18.15; N = 47) were randomized (1:1) to either the Living in Harmony program (LIH, an 8 lesson cognitive-behaviorally based program) or an Educational-Support program (ES, an 8 lesson education program). Both interventions were delivered by AI paraprofessionals. Adolescents were evaluated during their pregnancy at baseline, at post-intervention, and at 4, 12, and 24 weeks postpartum. The primary outcome measure was the Center for Epidemiological Studies-Depression scale (CES-D). Additional measures of depression included the onset of major depressive disorder (MDD; assessed via computerized diagnostic interview) and the Edinburgh Postpartum Depression Scale (EPDS). Secondary outcomes included changes in mothers' global functioning and social support. RESULTS: At all post intervention assessments, mothers in both groups showed similar reductions in depressive symptoms and similar rates of MDD (0 and 6% in LIH and ES respectively). Both groups of participants also showed similar improvements in global functioning. No changes in either group were found on the measure of social support. CONCLUSIONS: Findings suggest that both paraprofessional-delivered interventions may reduce symptoms of depression among AIs. Replication with a larger sample, a usual care control condition, blinded evaluators, and a longer follow-up is needed.

The Development of the Interpersonal Relationship Harmony Program for University Students

The Development of the Interpersonal Relationship Harmony Program for University Students

Toward a Comprehensive Understanding of Service Education: Reflections from an Exploratory Action Research Project

AbstractAs the title of this manuscript suggests, this article reports the analysis from an exploratory action research project. In this article, the authors construct an analytical description of the service education program that has evolved during the last eight years at Harmony Middle School. The purpose of this exploratory study is to contribute to the current effort being made by educators to develop a comprehensive understanding of what the authors refer to in this article as service education. Based upon their observations of Harmony's program, a comprehensive program might include: locating service education within a social context, offering both community service and service learning projects, developing a service education climate through school-wide rituals and projects that are fully integrated into a given teacher's academic curriculum, incorporating both social service and social action projects, and, having projects that are initiated by both teachers and students. Although calling for an ...