Initial Lesson Research Articles

Integrated Coastal Management (ICM) with a Reference on Protection-production Approach: An Initial Lesson of TWP East Bintan, Kepulauan Riau Province

Integrated Coastal Management (ICM) encompasses a holistic marine management strategy that intertwines robust marine ecosystem preservation with sustainable resource utilization. This method aims to harness oceanic resources while advocating for the financial backing of crucial scientific research, sustainable ecosystem management, and support for local fisherfolk and communities, ultimately enhancing the resilience of marine environments. In Indonesia, unlocking the full potential of nature-based solutions for climate mitigation, marine conservation, and sustainable oceanic development necessitates strategic and appropriately scaled investments. Despite being introduced in the 1990s, national-level adoption of the ICM approach remains lacking. Presently, the Government of Indonesia predominantly relies on the establishment of Marine Protected Areas (MPAs) asa primary tool for ocean conservation. With approximately 28.9 million hectares of MPAs currently established, Indonesia plans to expand coverage to 97.5 million hectares by 2045. Aligning with Konservasi Indonesia’s Protection and Production approach, MPAs can be tailored to operationalize ICM principles. The East Pulau Bintan MPA serves as a viable case study, demonstrating how zoning strategies can effectively balance marine conservation with sustainable resource exploitation.

Experiences of Pre-Service Teachers’ on Skill-Based Problem Solving Oriented Lesson Study

This study aims to present the experiences of pre-service mathematics teachers’ on skill-based problem solving-oriented lesson study. In the study, the activities related to the learning environments designed by the lesson study groups before and after the research lesson with a focus on problem solving are investigated. In this way, the study aims to reveal how lesson study affects pre-service mathematics teachers’ awareness of teaching problem solving. In the study, 31 pre-service mathematics teachers first received a comprehensive training on teaching problem solving in mathematics for six weeks. Then, the pre-service teachers received a one-week training on the lesson study professional development model. In the last stage, they carried out problemsolving-focused lesson study processes under the guidance of the researcher with ten lesson study groups that they formed on the basis of volunteerism. Finally, the lesson study groups shared their experiences with the other pre-service teachers participating in the study by presenting the bulletins they prepared. The data were obtained through planning and evaluation meeting minutes, observation notes of research lesson practitioners and observers, initial and final lesson plans and documents. The data obtained in the study, in which the case study design of the qualitative research approach was preferred, were subjected to descriptive analysis using Polya’s (1957) problem solving process steps framework. During the lesson study process that they experienced within the scope of the research, pre-service teachers shared their knowledge and experiences about the problem solving process and teaching with each other, as well as activities such as collaborative work in groups, designing and implementing teaching materials such as lesson plans and worksheets. According to the results obtained in the study, it was seen that the activities in the problem solving-oriented learning environments of the pre-service teachers varied thanks to the collaborative structure of the lesson study. In addition, it was seen that the pre-service teachers had the opportunity to experience the steps of the problem solving process and the instructions they could use in these steps on the students through the research lesson and then make the necessary rearrangements through evaluation meetings. Considering the opportunities offered by the collaborative and school-based structure of lesson study, it is thought that lesson study can be a functional model for pre-service teachers to use theory and practice together in courses on problem solving instruction.

Fostering weight status understanding among exercise science and health students by simulating common physical activities with additional body mass.

Overweight and obesity rates continue to rise and appear unlikely to abate. While physical activity (PA) is an important contributor to health and successful weight maintenance, exercise science and health students (ESHS) often endorse negative weight status biases that could undermine PA promotion. This experiential learning activity was intended to help foster weight status understanding among ESHS. Nine ESHS completed the learning activity across two 75-minute class periods. During the initial didactic lesson, the instructor presented on psychophysiological responses to PA among normal and overweight individuals. During the second simulation lesson, the students first responded with their predictions of how the experience of four common physical activities, including shoe tying, brisk walking, running, and climbing and descending stairs, could differ with additional body mass. Next, students twice completed each of the four physical activities while first wearing a weighted vest that simulated 16 lb followed by 32 lb of additional mass. At the beginning, middle, and end of the stair climb and descent, the students provided ratings of affective valence (i.e., pleasure-displeasure). Following the PA simulations, the students wrote about their experiences and how their PA promotion strategies could be modified for overweight clients. The changes in student qualitative responses, particularly following the 32-lb simulations, suggested an increased understanding of the psychophysiological experience of PA while carrying additional mass. Learning activities like this one may be meaningful additions to ESHS curricula aiming to mitigate weight status bias and improve PA promotion among overweight clients.NEW & NOTEWORTHY Exercise science and health students (ESHS) often enter the field with the noble intention to help people become more physically active. However, many ESHS endorse negative weight status biases that could undermine health promotion efforts among overweight individuals. Experiential learning simulations that approximate the experiences of physical activity while overweight may be helpful tools to foster understanding and reduce bias. This article outlines a two-part didactic/simulation learning activity to promote weight status understanding among ESHS.

HUBUNGAN LAYANAN PERAWAT DENGAN KEPUASAN PASIEN

Abstract
 
 Introduction : Patient satisfaction is one indicator of success of health services. One of the factors which influences patient satisfaction is nurse services. There are five aspects in providing nurse services, namely attention, acceptance, communication, cooperation, and responsibility.
 Objective : The research objective was to determine the relation between nurse services and patient satisfaction in the Edelweiss room at the Islamic Hospital of Malang, UNISMA.
 Research methods : This study used the Observational Analytic method with a cross-sectional approach to 52 respondents. Data was collected by using purposive sampling technique from December 2022 to January 2023. The instrument used was a questionnaire sheet and the Statistical test used was Fisher.
 Results : Based on the results of the study, from 52 respondents there are 47 respondents (90.4%) states that the nurse service was good and satisfied, while no respondents (0%) states that the nurse service was good, but it is not satisfied, and no respondents (0%) who states that the nurse service was not good but satisfied, while those who states that the nurse service was not good and dissatisfied were 5 respondents (9.6%). From the statistical test which was carried out according to the Fisher Exact Test analysis has obtained the value of p = 0.000 <0.05 . Thus H0 is rejected and H1 is accepted, which means there is a relation between nurse services and patient satisfaction in Edelweiss Room of the Malang Islamic Hospital, UNISMA.
 Suggestion : For this reason, the results of this study should be used as a basic reference for improving the quality of service at the Malang UNISMA Hospital and as an initial lesson for further research.
 
 

Fostering Secondary Students' Historical Thinking: A Design Study in Flemish History Education.

A recent curriculum reform in Flanders (Belgium) has introduced historical thinking as a central goal for history education. Historical thinking aims to introduce students to the methods of historians and disciplinary ways of thinking. It is a complex act, requiring the application of substantive and second-order knowledge, and is difficult to foster among students. International (intervention) research has provided several guidelines for the design of instructional practices that are effective in promoting specific aspects of students' historical thinking. However, these studies do not approach historical thinking in a holistic manner, are often vague about how general design principles were adapted to history education, and rarely report on whether the designed curricula were considered relevant and useful by teachers. Taking into account the many difficulties that teachers encounter in designing practices aimed at historical thinking, this design research aims to gain more insight into the design of instructional practices that are both effective in fostering historical thinking in a holistic manner and that are considered socially valid by teachers. The designed artifact is a 12- to 14-h lesson series on the theme "decolonization after 1945," for students in the 12th grade. It applies the model of cognitive apprenticeship's (Collins et al., 1991) general design principles to the specific context of history and approaches historical thinking in a holistic manner. The initial lesson series was evaluated and revised in two rounds based on a pilot study, an expert review and an intervention study.

Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers’ lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers’ feedback.

Communication Technology and Teacher-Student Relationship in the Tertiary ESL Classroom During the Pandemic: A Case Study.

The study aims to present the potential benefits and challenges of incorporating communication technology (CT), namely synchronous computer-mediated communication (SCMC) (e.g., Zoom Video Communications), computer-mediated communication (CMC) (e.g., WhatsApp), and social networking sites (SNS) (e.g., Instagram) into the tertiary classroom based on the honest account of four English as a Second Language (ESL) teachers during the pandemic. The authors intend to explore the efficacy of SCMC in lowering language anxiety and in fostering closer teacher-student relationship as suggested by the previous literature (Abraham in Comput Assist Lang Learn 21:199-226, 2008; Aristika and Juandi in Emerg Sci J 5:443-456, 2021; Darhower in Synchronous computer-mediated communication in the intermediate foreign language class: a sociocultural case study, University of Pittsburgh, 2000; Hagenauer and Volet in Oxf Rev Educ 40:370-388, 2014). Qualitative data collected from the authors' teaching reflections over a 13-week period were analyzed from a third-person perspective. The above collaborative autoethnography (CAE) approach was adopted in face of the then difficulties in data collection given factors such as social-distancing during the pandemic. The authors selected and agreed on the key observations, feelings, and anecdotes worth-examining in their first-time online teaching experience at informal group interviews facilitated by SCMC. It was identified by the authors that learners' text-based production in the target language increased possibly due to the novelty of online learning platforms, lower affective variables, and a closer teacher-student relationship fostered by teachers' increased self-disclosure and the reduced formality in communication technology. Despite the above potential benefits of CT in ESL, challenges, such as an increasingly blurred teacher-student professional distance, students' increased code-mixed production in their L1 and L2, and the resultant 'teacher burnout' due to the obscured concept of standard office hours, were observed. The incorporation of CT into English Language Teaching (ELT) is desirable for its potential benefits in the affective domain of both teachers and students. However, it is recommended that teachers should establish guidelines in the use of CMC and SNSs both inside and outside class to avoid boundary and privacy issues as well as deviation from the initial lesson objectives.

Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding

Research suggests that tasks that use technology as a reorganizer (technology is used to produce dynamic representations) are linked with the development of students’ conceptual knowledge, yet many secondary mathematics textbooks in the USA predominantly include tasks that use technology as an amplifier (technology is used to produce static images). Thus, if teachers wish to incorporate tasks that use technology as a reorganizer, they must locate these resources elsewhere or construct them themselves. This study took place in a technology, pedagogy, content course where each prospective teacher (PT) engaged in at least one component of an ideation, rehearsal/refinement, enactment, and reflection intervention, where they were asked to adapt traditional textbook lessons to promote students’ rich conceptual understandings of function transformations via technology as reorganizer tasks. A total of 15 PTs agreed to participate, 8 seeking a grade K-8 certification and 7 seeking a grade 6–12 certification. On the initial lesson plan involving linear function transformations, the majority of PTs (13 out of 15) used technology as an amplifier, but on the final lesson plan involving absolute value function transformations, 13 PTs used technology as a reorganizer. There were also increases in the incidence of lesson elements that promoted moderate or rich forms of conceptual knowledge between the initial and final lesson plans. We discuss the implications of these results and introduce readers to dynamic conceptual components as manipulable bridges between different mathematical representations that hold the potential to develop students’ richer forms of conceptual knowledge.

SEX EDUCATION FOR 5th GRAPES IN THE ORIENTATION OF SCIENTIFIC RESEARCH

Teaching is research-oriented in accordance with the requirements to develop students’ competencies in Science subject. The appropriate level of research-oriented teaching for primary students is research drilling teaching. Based on the 4-step process of scientific research, the research has built a corresponding process of teaching sex education. In which, the students are put into a problem situation and create an opportunity for all students to actively participate in the lesson by proposing diverse questions and ideas. The lesson plan for “Puberty and puberty hygiene” of the “Humans and health” topic in Science subject 5 has been built and experimented with. The experimental results prove that the initial process and lesson plan have met the requirements of the Science curriculum. This is the basis for gradually forming and developing specific scientific competencies, general competencies and qualities for students in Science subject (2018).

DEVELOPING AN INQUIRY AND HANDS-ON TEACHING MODEL TO GUIDE STEAM LESSON PLANNING FOR KINDERGARTEN CHILDREN

When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students’ i-STEAM learning in kindergartens. Keywords: early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM

Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum

ABSTRACT This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured the quality of their initial lesson delivery. At the end of the first month, teachers reported on their adherence to the curriculum’s pacing guide. Each of these fidelities of implementation measures served as criterion variables. During the first month of the school year (and prior to curriculum implementation), teachers rated their self-efficacy for managing classroom behavior, and observers assessed teachers on three domains of interactions with students, that of emotional support, classroom organization, and instructional support. These measures, along with school participation in the program (voluntary vs. mandatory) and teacher demographics, served as predictor variables. Research Findings: Multiple regression analyses indicated that instructional support was the only positive predictor of the quality of lesson delivery. Self-efficacy for classroom management, years of teaching experience, and teacher ethnicity/race predicted dosage adherence to the curriculum schedule. Teachers with greater pre-implementation classroom management self-efficacy and more teaching experience had higher dosage adherence. Latinx/Hispanic teachers were less likely than White, non-Hispanic teachers to adhere to the curriculum schedule. Practice or Policy: Implications for tailoring SEL professional development support are discussed.

Endovascular repair of type A aortic intramural hematoma accompanied by aberrant right subclavian artery and Kommerell\u2019s diverticulum: a case report

BackgroundThe lesions of aberrant right subclavian artery, Kommerell’s diverticulum and type A aortic intramural hematoma are rare, and we usually treat them with open surgery. In some cases patients have increased risk to undergo surgery, the experiences of endovascular or medical treatment are limited.Case presentationHere we reported a case of a 53-year-old man with these three entities present with chest and back ache and attempted a novel approach, thoracic endovascular aortic repair, in the absence of surgical treatment. The patient lived over 5 years and this case provides initial experience and lesson about the endovascular and medical management of the uncommon and dangerous disease- type A aortic intramural hematoma with aortic congenital malformation.ConclusionThoracic endovascular aortic repair with medical treatment may be a potential alternative approach for type A aortic intramural hematoma.

Initial Reading Lesson through "Dia Tampan" Association Method and Android Photo Editor Media

Initial Reading Lesson through "Dia Tampan" Association Method and Android Photo Editor Media

Effects of exercise on hematological and serum biochemical parameters in riding ponies

The purpose of the present study was to investigate changes in hematological and serum biochemical parameters in ponies exercising 3 times a day. The study included 10 healthy 4- to 5-year-old Jeju crossbred ponies used in riding lessons at an equestrian riding school. Hematology and serum chemistry samples were obtained before the initial lesson and after the last lesson of the day. The post-exercise results showed that packed cell volume, white blood cell, red blood cell, hemoglobin, and total protein levels increased significantly (p < 0.05). Serum Na+ also increased significantly (p < 0.01), but serum Ca++ decreased significantly (p < 0.01). Creatinine kinase, aspartate amino transferase, gamma glutamyl transferase, blood urea nitrogen, creatinine, and bilirubin levels increased significantly (p < 0.05), but the glucose level decreased significantly (p < 0.05). Furthermore, the serum cortisol hormone level increased significantly (p < 0.01). The results suggest that participating in riding lessons three times a day may result in various physiological changes, indicating the presence of exercise-related stress in riding ponies. Keywords: riding horses, exercising stress, hematological, serum biochemical, cortisol

The Effectiveness of Mandala Colouring Therapy in Increasing Year 3 Pupils’ Focus during the Initial Lesson

Focus is a very important element in the world of education to increase the effectiveness of other learning skills such as reading, writing and calculating. The lack of focus issue existed as the pupils were uninterested and unmotivated to learn. This has caused disruptive behaviours in the classroom which affected both teachers and pupils. An intervention was essential in curbing this problem. Hence, this study was embarked to identify the effectiveness of the Mandala Colouring Therapy in increasing Year 3 pupils’ focus during the initial lesson of the day. A mixed method study was conducted at 5 national schools in Temerloh, Pahang. The participants were 100 Year 3 low average pupils and 20 teachers who taught initial lesson periods. The data were collected through interviews and questionnaires. The quantitative data were analysed using frequency counts on SPSS, while the qualitative data were analysed using Burnard’s method. The overall findings revealed that pupils’ interest and focus has been increased with Mandala Colouring Therapy. Besides, teachers have also admitted that this method has enabled the low average pupils to answer questions correctly, complete the tasks and change their behaviours. The implication of the study is that the education stakeholders need to be made aware of these impacts in order to implement this effective method in classrooms to have a fruitful teaching and learning session.

Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa

This study explored teachers’ experiences in the teaching of electricity and magnetism during a Lesson Study intervention. Using a case study research design, a sample of 4 physical sciences teachers was conveniently selected from schools in rural and suburban areas. Due to logistical challenges, the 4 participants were grouped into 2 separately functioning lesson study pairs. Data were collected through multiple sources including semi-structured interviews, observations of classroom teaching and Lesson Study meetings, field notes, participants’ initial lesson plans and reflective writings. It was found that collaboration through Lesson Study enhanced teachers’ professional teaching strategies, networking skills, lesson plan writing, classroom management, self-efficacy and positive attitudes towards teaching. However, challenges such as lack of time, lack of institutional support and insufficient instructional materials pose a threat to teachers’ participation in Lesson Study. It is therefore recommended that policy makers develop strategic plans to promote the use of Lesson Study as a school-based professional development initiative. Further research on Lesson Study in pre-service science teacher education may pave the way towards professional collaboration as a sustainable practice amongst science teachers. This may ultimately improve the performance levels of science learners in South Africa. Keywords: electricity and magnetism; lesson study; physical sciences; professional development; science teaching

Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games

ABSTRACTBackground: Sport Education has a dual interest in promoting active student engagement in games and improvements in their game-play. However, very few studies have concurrently examined how learners’ game-play development is influenced by cognitive, social, and situated constraints, especially over consecutive Sport Education seasons.Purpose: The purposes of this study were threefold: (i) to concurrently examine the evolution of students’ game-play participation and performance; (ii) to examine the transfer of game-play configurations across three seasons of invasion games; and (iii) to investigate how students’ game-play development was influenced by various situational constraints (e.g. nature of instruction, student engagement in instructional processes, and modifications imposed on the game forms).Participants and setting: The participants were 26 seventh-grade students (10 girls and 16 boys, mean age 12.3) from a middle school in northern Portugal. Students participated in three consecutive Sport Education seasons of basketball (19 × 45-minute lessons), handball (12 × 45-minute lessons), and football (16 × 45-minute lessons). Team membership remained the same throughout the three seasons. Two teams of five players (mean age 12.2), who played three-a-side games in every initial and final lesson of each season were sampled for game-play tracking across the three seasons.Methods: Digital video records were taken of 53 lessons. Pre-test to post-test quantitative measures were conducted on students’ game involvement (sum of total game actions) and performance (decision-making, skill-execution, and efficacy). Descriptive narratives of play were created to capture the effects of contextual circumstances on participants’ game-play behaviours and the evolution of their prototypical configurations of play. A field diary provided a chronological matrix of the principal instructional strategies and the instructional responsibility taken up by the teacher and students during the seasons. On-going student team interviews were conducted to gather learners’ perceptions of how situational constraints influenced their game-play development.Findings: The narratives of play showed a noticeable evolution in the quality of players’ game-play configurations over time. The progress in students’ ability to play invasion games was influenced by an interdependent relationship between the nature of the instructional processes used, the level of cognitive and social engagement of students with the subject matter, and specific constraints imposed on the game forms (level of defensive pressure, the dimension of the field).Conclusions: Although most research in Sport Education has shown a positive trend of student game-play development, this study revealed that the evolution of game involvement and performance is neither linear nor concurrent. Both game-play development and the transfer of tactical solutions and decision-making processes across games within the same category were critically and differentially influenced by various situational constraints.

Guiding Preservice Teachers to Making a Shift in Thinking: Developing Skill and Confidence in Assessment through Thematic Integrated Units

In this paper we present our journey as elementary education methods course instructors through a practical action research design refining a model thematic integrated unit for our preservice teachers in an elementary education methods course and how we revised our model unit to incorporate the assessment cycle in our model unit. We present our initial model thematic integrated unit encompassing language arts, history, mathematics, and science, our initial model unit lesson, our concerns with that unit lesson, our insight with respect to the missing component of the assessment cycle in our model unit lesson, and how that insight connects to our education of philosophy and teacher education program prerequisite courses. Successful teachers must be able to analyze student assessment data in order to meet the individual needs of all students. Our preservice teachers were asked to evaluate two sets of hypothetical student assessment data in order to identify the learning objectives that needed to be revisited. From their analysis, they broke into small-group pull-out sessions, taught the reteaching lessons based on their analysis of the hypothetical student data, and reassessed learning objective competency. Thus, our preservice teachers were allowed to experience the plan-teach-assess-reflect model necessary for their own individual journey toward becoming a successful professional educator.

Addressing social skills deficits in adults with Williams syndrome

BackgroundIndividuals with Williams syndrome (WS) are hypersocial; yet, they experience social difficulties and trouble with relationships. This report summarizes findings from three studies examining the social functioning of adults with WS and the feasibility of a social skills training program for adults with WS (SSTP-WS) through the examination of performance on initial lesson plans. MethodStudy 1: 114 parents of adults with WS completed the Social Responsiveness Scale-2. Study 2: 10 adults with WS and 12 of their parents participated in focus groups to further describe the deficits identified in Study 1 and to discuss a SSTP-WS. Study 3: 30 adults with WS were randomly assigned to 2 lessons on either conversations or relationships and pre-post change in social skills knowledge was assessed. ResultsStudy 1 indicates adults with WS experience severe social impairments in social cognition, and mild-moderate impairments in social awareness and social communication. Qualitative results in Study 2 indicate a SSTP-WS should address conversation skills and relationships. In Study 3, participants showed gains in social skills knowledge following completion of lessons. ImplicationsA SSTP-WS may be beneficial for adults with WS. Future research should describe the social needs of individuals with WS at different ages and should further develop a SSTP-WS.

Including teaching ethics into pedagogy

This paper's discusses five real business capstone projects that were designed to provide an educational experiential learning to include ethics and professionalism in the pedagogy. This class comprised senior undergraduate Computer Science (CS) and Information Systems (IS) students. The projects involved teamwork and lasted fifteen weeks. The aim of the capstone curriculum was to foster a teaching environment to: 1) include interdisciplinary partnership among university departments; 2) cultivate local industry alliances; 3) encourage students' analysis and synthesis of skills and knowledge in a real business setting project. The National Society for Experiential Education (NSEE) practices were used while developing the curriculum and their eight Guiding Principles of Ethical Practices are used to describe the initial findings and lesson learned.