Ruler Approach Research Articles

The Power of Social Emotional Learning: Building Self Confidence, Emotional Intelligence and Independence in Early Childhood Ages 4-5 in Preschool Abc Jakarta

The skills of selfconfidence (SC), emotional intelligence (EI), and independence (IDC) should be trained as early as possible. It is required for early childhood to have a strong foundation for their future. These skills can be learned and trained using the RULER approach with the method of Mood Meter. The purpose of this study is to observe any difference in the levels of these skills after undergoing the Mood Meter. This research is conducted in children aged 4-5 in Preschool ABC Jakarta with 9 participants in total consisting of 6 girls and 3 boys. The methods used in the research are quasi-experimental with one group pre and posttest. A t-test and N-gain were conducted for the hypothesis testing. Results show moderate effectiveness in increasing SC, particularly in areas like perseverance and participation. EI also showed a moderate increase, with students displaying more internal motivation. However, the biggest impact was on IDC, with students demonstrating significantly higher levels of responsibility and personal care. The Mood Meter likely helped students manage their emotions and understand routines, leading to better classroom behaviour and adjustment.

A nanogold sensor test for tire wear chemicals based on the plasmon ruler approach

The release of tire wear substances in the environment is raising concerns about potential impacts on aquatic ecosystems. The purpose of this study was to develop a quick and inexpensive screening test for the following tire wear substances: 6-phenylphenyldiamine quinone (6-PPD quinone), hexamethoxymethylmelamine (HMMM), 1–3-diphenylguanidine (1,3-DPG), and melamine. A dual strategy consisting of nanogold (nAu) signal intensity and the plasmonic ruler principle was used based on the spectral shift from the unaggregated free-form nAu from 525 nm to aggregated nAu at higher wavelengths. The shift in resonance corresponded to the relative sizes of the tire wear substances at the surface of nAu: 6-PPD (560 nm), HMMM (590 nm), 1,3-DPG (620 nm), and melamine (660 nm) in a concentration-dependent manner. When present in mixtures, a large indiscriminate band between 550 and 660 nm with a maximum corresponding to the mean intermolecular distance of 0.43 nm from the tested individual substances suggests that all compounds indiscriminately interacted at the surface of nAu. An internal calibration methodology was developed for mixtures and biological extracts from mussels and biofilms and revealed a proportional increase in absorbance at the corresponding resonance line for each test compound. Application of this simple and quick methodology revealed the increased presence of melamine and HMMM compounds in mussels and biofilms collected at urban sites (downstream city, road runoffs), respectively. The data also showed that treated municipal effluent decreased somewhat melamine levels in mussels.Graphical

A Nanogold Sensor Test for Tire Wear Chemicals Based on the Plasmon Ruler Approach

A Nanogold Sensor Test for Tire Wear Chemicals Based on the Plasmon Ruler Approach

PSXII-16 Evaluation of a Grade Ruler Approach for Yield Grading of Veal Carcasses

Abstract Introduction: yield estimations in carcass grading systems are important for the meat industry to assign value and sort carcasses for different market specifications. Previous studies in different species have reported yield estimations performed using anatomical linear measurements that segregate carcasses into grades or classes. However, veal carcasses are not currently segregated in terms of carcass yield performance and the Canadian veal industry is now discussing the option of implementing yield assessments for veal carcass grading purposes. The aim of the present study was to evaluate the feasibility of a grade ruler approach to predict yield performance of veal carcasses for grading purposes. A total of ~300 (males and females) veal carcass sides representative of the current Canadian veal population (body weight: 127.5 to 189.2 kg; backfat: 0.5 to 20.7 mm) were use in the present study. Carcass sides were scanned using a Lunar iDXA unit to evaluate the content of total fat, lean and bone. Results and discussion: total carcass lean was mainly correlated with the hot carcass weight (r = 0.65), ¼ backfat thickness (r = -0.33) and rib eye area (REA: r = 0.58) at the 11th – 12th rib-eye location (P < 0.05). Because the time to grade veal carcasses at the grading stand is limited and the efficiency of the grading tools (e.g., ruler) has to be maximized, the ¼ backfat thickness and the width and length of the ribeye were the main factors considered to develop a prediction equation. These continues variables (backfat thickness and REA) were then categorized assigning fat classes (1-10) in 2 mm increments and 4 muscle scores (small-large). The new equation developed for the estimation of lean yield incorporating the anatomical traits of muscle score and fat class showed a R2 of 0.62 and a root mean square error of 2.14 %. Based on this equation, a matrix of estimated lean meat yield percentage using the fat class and muscle score descriptors (Table 1) was developed for the implementation in a yield ruler. The results of the present study suggest that lean yield percentage from veal carcasses might be objectively and accurately predicted applying a yield ruler approach. This tool will facilitate the veal yield grading by just determining the fat class (at ¼ backfat thickness) and muscle score at the 11th – 12th rib location.

Social-emotional development of learners in primary level of education through “reading” wordless picture books

The aim of the paper is to demonstrate that selected wordless picture book Sidewalk Flowers (2015) by JonArno Lawson and Sydney Smith develop social-emotional skills of learners in primary level of education in English lessons using specific teaching tools suggested by Mikki Rogers (2020) such as character emotion charts, the character tree, the mood meter, character charts and the ruler approach. These tools are gradually implemented during six consecutive 45 minutes English (virtual) model lessons. The first three lessons primarily support learners’ emotional development. The following three lessons are concentrated on the development of positive feelings and their impact on social relationships, social-emotional development of young learners. Based on the qualitative character of the study, we suggest to use a narrative approach and to use the methods of observation, individual interview and a test as a research tool for data collection. Lessons oriented towards social-emotional development of young learners may possibly contribute to the art of noticing which definitely helps the learners to improve the quality of their social contacts, to verbalize and justify their positive and negative emotions, to increase their vocabulary, to foster their self-regulation at school and outside of it and it teaches them to be emotionally resilient. These lessons should be, therefore, an essential part of the school curriculum because they shape cognitive and affective dimensions of the learners. / Keywords: social-emotional development, primary education, wordless picture book, demonstration, English lessons, specific teaching tools, narrative approach.

STRATEGIES FOR ENHANCING EMOTIONAL INTELLIGENCE FOR THE STUDENT WITH VISUAL IMPAIRMENT

This article highlights the strategies that help students with visual disabilities to enhance their emotional intelligence and psychological well-being. This article reviewed studies related to strategies that improve the emotional intelligence for the student with visual impairment. Students with visual impairment implied solutions to face problems in handling their emotions. Emotional intelligence helps the students with visual disabilities to understand their emotions and others and manage them effectively which in-turn build better condence and better relationship skills. This article discussed many strategies like Self-determination of emotion, PATHS, conict management strategies, problem-solving strategy, and RULER approach. These strategies are the evidence-based approach which enriches the social and emotional well of students with visual impairment and its help to overcome their emotional and behavioral problems. These strategies are improving emotional intelligence and build pro-social behaviors among students with visual disabilities and promote better relationships with others and achieve both academic and life success.

Informal Caregivers’ Well-Being at the Transition to Caregiving

The aim of this study was to describe the psychological and physical health needs of informal caregivers in a rehabilitation hospital and explore differences related to informal caregiver and care recipient characteristics. Readiness to engage in health promotion and perspectives on mindfulness meditation were assessed. Informal caregivers ( N = 33) to patients receiving inpatient or outpatient treatment completed the Multidimensional Health Profile screening tools. Readiness to change was assessed using the readiness ruler approach. Almost half of participants (45.5%) had a chronic illness and 18.2% reported that it interferes with daily functioning. Low Positive Health Habits were reported by 43% of participants, and Negative Health Habits were reported by 25%. A subgroup (15%–20%) reported both physical and mental health concerns. A majority of participants indicated it was both very important for them to improve their physical and mental health and felt very confident they could do so. Receptivity to mindfulness meditation was high, with 72.7% reporting an interest. Comprehensive screening and counseling interventions to address the physical and mental health of informal caregivers in physical rehabilitation hospital settings are needed, and information gained from screening could be addressed in interventions delivered by systems-oriented rehabilitation counselors. A mindfulness meditation intervention may be a useful strategy for promoting well-being in this population.

Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss concrete and accessible tools that can be used to support both educators' own skill development and that of their students. We demonstrate how educators can integrate the teaching of emotion regulation through direct instruction, its integration into existing curricula, and daily practices and routines. The examples we provide are part of RULER, an evidence-based, whole school approach to social and emotional learning (SEL) that was developed at the Yale Center for Emotional Intelligence. RULER is grounded in the theory of emotional intelligence, which emphasizes the critical role of emotion regulation in healthy development. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Supplemental Material for Teaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning

Supplemental Material for Teaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning

Importance of Volume Ratio in Photonic Effects of Lanthanide-Doped LaPO4 Nanocrystals.

Experimental variation of the volume ratio (filling factor: i.e., volume of nanoparticles (NPs) compared with that of medium) of nanocomposite materials with doped lanthanide ions demonstrates that it has a significant affect upon local field effects. Lanthanum orthophosphate NPs are doped with Eu3+ and/or Tb3+ and immersed in organic solvents and lead borate glasses for Tb3+ 5 D4 lifetime measurements. For media with a refractive index (nmed ) less than that of LaPO4 (nnp = 1.79), the 5 D4 emission decay rate increases with increasing volume ratio of the NPs, whereas for nmed > 1.79, the decay rate decreases with increasing volume ratio. Fitting with the model of Pukhov provides an estimation of the radiative lifetime of 5 D4 and the quantum yield. Energy transfer (ET) from Tb3+ to Eu3+ occurs in co-doped LaPO4 NPs with excitation into a Tb3+ absorption band. The ET rate is independent on nmed and the energy transfer efficiency decreases with an increase in nmed . The behavior of ET rate with regard to the local field is consistent with the Dexter, but not Förster, equation for ET rate involving the electric dipole-electric dipole mechanism. This has consequences when using the spectroscopic ruler approach to measure distances between donor-acceptor chromophores.

Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure

The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n = 318) within a larger sample of fifth graders (N = 1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed.

“Running on fumes”: emotional exhaustion and burnout of teachers following a natural disaster

This study reports on the emotional exhaustion and burnout of five teachers who acted as first responders when a large earthquake struck their city during school hours. Eighteen months after the earthquake, these teachers recounted, then discussed their earthquake experiences. Teachers used a mood meter (Brackett and Kremenitzer, Creating emotionally literate classrooms: an introduction to the RULER approach to social and emotional learning, Dude Publishing, New York, 2011) to indicate their core affect for three situations; in the early aftermath of the earthquake (recollected); at the time of the interview, and in their present teaching. They also completed a series of questionnaires, including the Positive and Negative Affect Scale (Watson et al. in J Pers Soc Psychol 54(6):1063–1070, 1988), and the Copenhagen Burnout Inventory, Adapted for Teachers (Milfont et al. in Soc Indic Res 89(1):169–177, 2008. https://doi.org/10.1007/s11205-007-9229-9). The mood meter was a valuable tool for tracking the core affect of a group of teachers as a whole, over time and in different contexts. Generally, teachers showed improved core affect over time. However, the mood meter also revealed individual variations and differences in core affect over time and in different contexts. The findings revealed the individual nature of teachers’ current emotional exhaustion and burnout in response to the unique antecedents that each teacher experienced during this period. With a new and innovative use of the mood meter as part of the interview process, it has revealed insightful qualitative data for understanding and making sense of the teachers’ emotional responses and ways to interpret these. Overall, this study confirms the importance and value of within-teacher experiential research examining the experiences, emotional exhaustion and burnout of individual teachers.

Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles

Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles

A “Proteomic Ruler” for Protein Copy Number and Concentration Estimation without Spike-in Standards

Absolute protein quantification using mass spectrometry (MS)-based proteomics delivers protein concentrations or copy numbers per cell. Existing methodologies typically require a combination of isotope-labeled spike-in references, cell counting, and protein concentration measurements. Here we present a novel method that delivers similar quantitative results directly from deep eukaryotic proteome datasets without any additional experimental steps. We show that the MS signal of histones can be used as a “proteomic ruler” because it is proportional to the amount of DNA in the sample, which in turn depends on the number of cells. As a result, our proteomic ruler approach adds an absolute scale to the MS readout and allows estimation of the copy numbers of individual proteins per cell. We compare our protein quantifications with values derived via the use of stable isotope labeling by amino acids in cell culture and protein epitope signature tags in a method that combines spike-in protein fragment standards with precise isotope label quantification. The proteomic ruler approach yields quantitative readouts that are in remarkably good agreement with results from the precision method. We attribute this surprising result to the fact that the proteomic ruler approach omits error-prone steps such as cell counting or protein concentration measurements. The proteomic ruler approach is readily applicable to any deep eukaryotic proteome dataset—even in retrospective analysis—and we demonstrate its usefulness with a series of mouse organ proteomes.

Enhancing Teacher Effectiveness in Spain: A Pilot Study of The RULER Approach to Social and Emotional Learning

This study examined the effects of an evidence-based social and emotional learning (SEL) program, The RULER Approach to Social and Emotional Learning (RULER), on teacher self reports of engagement, teacher-student interactions, and burnout. Participants were 47 teachers from 19 public schools in Spain who either volunteered for training on RULER (n = 24) or eLearning (n = 23). Multivariate Analysis of Covariance (MANCOVA) was conducted separately for each outcome. Teachers in the RULER as compared to eLearning group had significantly higher scores on many outcomes even after controlling for gender, age, trait affect, and personality, as well as pre-test scores on all outcomes. These findings extend the literature on the effectiveness of SEL programs for the improvement of teacher practices; they also advance our understanding of possible mechanisms for promoting high-quality professional development.

Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Improving the Social and Emotional Climate of Classrooms: A Clustered Randomized Controlled Trial Testing the RULER Approach

The RULER Approach ("RULER") is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that teachers and students develop their emotional literacy. In a clustered randomized control trial, we tested the hypothesis that RULER improves the social and emotional climate of classrooms. Depending upon condition assignment, 62 schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Multi-level modeling analyses showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students' interests and motivations. These findings suggest that RULER enhances classrooms in ways that can promote positive youth development.

Emotional Literacy: The ABC of Understanding Emotions

Emotions are an integral part of human nature and they form an essence of life. We respond to life in many different ways through our emotions which in turn influence our thoughts and actions, inspire our needs, have an effect on our body and impact our relationships. In order to understand any language, it becomes necessary to learn the basics or the building blocks namely ABC of that language. Similarly, to understand the language of emotions, one must get familiar with literacy which is the A B C of understanding emotions.Emotional Literacy (EL) plays a key role in learning to be smart with one's emotions. In order to understand this concept better, this paper reviews various research papers that contribute to the essence of EL. The sub-topics further help in getting in-depth knowledge of the concept.* Various approaches to learning EL* Emotional Literacy and it's definitions* Contribution of EL to various walks of life* Various approaches to learn intelligenceTo understand the effectiveness of the EL programme, it is necessary to understand the different approaches towards learning EL.Howard Gardner's approachGardner, in his Frames of Mind: The Theory of Multiple Intelligences (1983), explained that there are intra-personal and interpersonal intelligences. Intra-personal intelligence is an individual's understanding of how one gets along with others whereas interpersonal intelligence is the ability to understand oneself. Both kinds require an understanding of emotions, and how people express them. Perhaps the two intelligences are innate abilities, but they are impossible without building a vocabulary and repertoire of skills to identify states in self as well as in others.The Steiner Model of EL: He breaks literacy into 5 parts :* Knowing your feelings.* Learning to manage our emotions.* Putting it all together: interactivityThe* Having a sense of empathy.* Repairing damageAccording to Steiner, EL is about understanding feelings in self and those of others to facilitate relationships, including using dialogue and self-control to avoid negative arguments. The ability to be aware and read other people's feelings enables one to interact with them effectively so that powerful situations can be handled in a skillful way. Steiner calls this emotional interactivity. Steiner's model of literacy is therefore primarily about dealing constructively with the difficulties we experience to build a sound future. He believes that personal power can be increased and relationships transformed. The emphasis is on the individual, and as such encourages one to look inward rather than to the social setting in which an individual operates.Goleman's Model 1997: Goleman's model explains the five 'domains'of EQ:* Knowing your emotions* Managing your own emotions* Motivating yourself* Recognizing and understanding other people's emotions* Managing relationships, i.e. managing the emotions of othersThe influence of Goleman's work is seen in the government's primary national strategy, Social and Emotional Aspects of Learning, whose core concepts are:* Self-awareness* Self-motivation* Empathy *Managing* Social skillsfeelingsThe Ruler Approach: The Ruler approach developed by researchers (Brackett, M., Rivers, S.E., Holzer, A., Stem, R., Patti, J.) at Yale University in 2005, is an evidence-based social and learning program dedicated to enriching the lives of educators, students, and families. The RULER Approach teaches 5 key literacy skills:* Recognizing emotions in oneself and others* Understanding the causes and consequences of emotions* Labelling the full range of emotions using a rich vocabulary* Expressing emotions appropriately in different contexts* Regulating emotions effectively to foster healthy relationships and achieve goalsThis research suggests that developing EL fosters a range of behaviours and attitudes essential to positive development and academic achievement. …

The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning

.This study examined how training, dosage, and implementation quality of a social and emotional learning program, The RULER Approach, were related to students' social and emotional competencies. There were no main effects for any of the variables on student outcomes, but students had more positive outcomes when their teachers (a) attended more trainings and taught more lessons, and (b) were classified as either moderate- or high-quality program implementers. Student outcomes were more negative when their teachers were classified as low-quality implementers who also attended more trainings and taught more lessons. Post hoc analyses revealed that low-quality implementers felt less efficacious about their overall teaching than high-quality implementers. The discussion focuses on the importance of assessing the interaction of training and implementation variables when examining the effect of social and emotional learning programs.