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The purpose of this study is to make a comparison between training culture in the perspective of digital technology and the approach of middle and upper volleyball coaches in Hong Kong and Indonesia to get reflection or feedback, as well as recommendations from the research results obtained for improvement. The quality of coaches in both countries. Comparative study research method with a questionnaire instrument. Data analysis used t test, or different test. The sample used in this study is a purposive sample from the two countries with the subject being a volleyball coach who practices at high school or equivalent. Data analysis was carried out by comparing the average differences in respondents' answers regarding the use of digital technology and training culture and training style between the two countries. The higher the average, the better the culture and style of training in a country. Data normality analysis with Kolmogorov-Smirnov and Homogeneity with Lavene's Test. The research subjects were 85 high school volleyball extracurricular coaches in Indonesia, and 22 coaches from Hong Kong. The findings of the research results Sig.(2-tailed) value (0.038 < 0.05) there is a significant difference between the culture and coaching style of volleyball coaches in Indonesia and coaches in Hong Kong. There are significant differences between culture and coaching styles in the context of digital technology in volleyball practice in Indonesian and Hong Kong high schools.

Personalized feedback is important for the learning process, but it is time consuming and particularly problematic in large-scale courses. While automatic feedback may help for self-regulated learning, not all forms of feedback are effective. Social comparison offers powerful feedback but is often loosely designed. We propose that intertwining meaningful feedback with well-designed peer comparison using a learning analytics dashboard provides a solution. Third-year bachelor students were randomly assigned to have access to the learning analytics dashboard IguideME (treatment, n=31) or no access (control, n=31). Dashboard users were asked to indicate their desired grade, which was used to construct peer-comparison groups. Personalized peer-comparison feedback was provided via the dashboard. The effects were studied using quantitative and qualitative data, including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Achievement Goal Questionnaire (AGQ). Compared to the control group, the treatment group achieved higher scores for the MSLQ components "metacognitive self-regulation" and "peer learning," and for the AGQ component "other-approach" (do better than others). The treatment group performed better on reading assignments and achieved higher grades for high-level Bloom exam questions. These data support the hypothesis that personalized peer-comparison feedback can be used to improve self-regulated learning and academic achievement.

Purpose: This qualitative case study examined students' interpretations of their physical activity (PA) experiences within in-person and online physical education and how that influenced their PA self-efficacy. Method: The study participants were 40 (24 females) current high school students from three different schools who participated in focus group semistructured interviews. Results: Two themes were developed during analysis of the coded data: (a) online participation in PA within physical education was awkward and (b) students had a variety of observational preferences based on perceived and actual similarities/differences between students and their teachers, peers, and people within online videos. Discussion/Conclusion: The design of PA experiences should attempt to support or increase students' PA self-efficacy by limiting students' feelings of being uncomfortable or on display, increasing students' opportunities to learn from each other in comfortable ways, and providing students with detailed demonstrations from teachers and peers with a variety of skill levels.

Response to Intervention (RTI) has become prevalent in education recently, while the time youth spend being physically active has consistently decreased. Given the known physical, mental, and cognitive benefits of regular physical activity and the time youth spend in school, this article explores the use of increased physical education (PE) time as an RTI strategy to enhance students' overall physical activity, academic achievement, behavior, and cognitive skills. Two intervention groups received PE RTI, while the control group received normal classroom instruction. Several variables showed positive associations, indicating that a before-school PE RTI can be an effective way to enhance students' physical activity and academics. The article also shares sample activities used during the RTI along with implications for PE teachers to incorporate a similar RTI in their own school.

Introduction: In today's highly demanding health care industry, paediatricians realise the need to focus on what matters to parents as a means to improve their service quality and health care delivery. This study aimed to identify which key choice elements were important for parents when choosing a paediatric general practice service for their children. It also examined the difference of how parental socioeconomic status influenced these key choice elements. Methods: An analytical cross-sectional study was conducted at two urban paediatric general practice centres in Malaysia, where parents are at liberty to choose their children's health care provider. Parents who brought their child to seek treatment at the clinics were invited to participate following an informed consent. A self-administered questionnaire was devised from the literature and a focus group discussion. A 5-point Likert scale was applied to 25 elements that were organised into 5 major domains: "consultations", "facilities and services", "fees and charges", "social media engagement", and "doctor's appearance". Results: Out of 424 questionnaires administered, 387 were completed (91.3% response rate). Families value the provision of "facilities and services" as well as the interaction with health care professionals during "consultation". Effective communication via social media engagement was highly desired even beyond office visits. In exchange, parents appeared to tolerate some inconvenience and costlier consultations but still appreciate transparent charges. While certain ratings of key elements varied across income level, parents with higher educational level had more desire for shared decision making. Conclusion: The extent to which key elements were important for parents when choosing a paediatric general practice service appeared to be influenced by their educational and income level. Linking the right drivers to best practices is a key component of effective management strategy in the health care practice.

Perceptual expertise is typically domain-specific and rarely generalises beyond an expert's domain of experience. Forensic feature-comparison examiners outperform the norm in domain-specific visual comparison, but emerging research suggests that they show advantages on other similar tasks outside their domain of expertise. For example, fingerprint examiners not only outperform novices in fingerprint comparison, but also in face comparison. Yet, the extent to which their skills generalise is poorly understood. In this study, we investigated the generalisability of perceptual expertise amongst forensic examiners by comparing their performance to novices and other examiners within and outside their area of expertise. We recruited 85 experts from three forensic disciplines (face, fingerprint, and firearms) and asked them to complete four different visual comparison tasks: faces, fingerprints, firearms, and novel-objects. Examiners displayed domain-specific expertise: they outperformed novices and other examiners within their domain of visual comparison expertise. Yet, some of their skill also generalised: examiners also outperformed novices outside their area of expertise. However, while individual differences in examiners' performance within their domain of experience were associated with their performance in a novel comparison task, they were not related to their performance on tasks outside their expert domain. These results provide key insight into the domain-specific and domain-general contributions of forensic examiners' perceptual expertise. Forensic expertise lends some generalisable skill to other visual comparison tasks, but best performance is still seen within examiners' domain of expertise.

Young children's voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about "how" to study belonging, as well as "what else" must be studied in early childhood education. The importance of conducting research "with" young children rather than on them is provided, and factors contributing to a sense of belonging or (un)belonging in early childhood are examined. With a commitment to understanding first-hand from young children's own perspectives, research agendas can be more authentically and inclusively achieved.

Though today's students are considered digital natives, they lack the digital literacy skills needed to be competent and productive members of a digital society. Students may have experience with using technology, but they need to develop specific skills that align with consuming and producing with technology. While there may be agreement that students need digital literacy skills and established state, national and international standards to be met, there are a variety of concepts that are considered part of digital literacy and there is a lack of equitable instruction and expectations for ensuring students have these necessary skills. There is a problem in PK-12th grade education that includes a lack of evidence about the effectiveness of using content knowledge instruction, practice, and application experiences to develop students' digital literacy skills. However, by creating a path for enduring understandings for students and providing professional learning experiences for teachers, the effectiveness of student digital literacy skills can create positive social change as students would be better prepared to safely and efficiently live and interact in a digitally based society.

Background: Schools play a vital role in student health, and a collaborative approach may affect health factors such as physical activity (PA) and nutrition. There is a lack of recent literature synthesizing collaborative approaches in K-12 settings. We present updated evidence about interventions that used a coordinated school health approach to support K-12 student PA and nutrition in the United States. Methods: A 2-phase literature review search included a search of systematic reviews for individual qualifying studies (2010-2018), followed by a search for individual articles (2010-2020) that evaluated a coordinated approach or use of school wellness councils, committees, or teams to address PA and/or nutrition. Results: We identified 35 articles describing 30 studies and grouped them by intervention type. Interventions demonstrated promising findings for environmental changes and student dietary and PA behaviors. Implications: Coordinated and multicomponent interventions demonstrated significant improvements or null results, indicating that implementation of programs and/or policies to promote healthier eating and PA practices may support and do not appear to hinder environmental or behavioral outcomes. Conclusions: Schools can use a coordinated approach to implement opportunities for PA and nutrition; this may influence students' PA and dietary behaviors.

Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children's natural proclivity toward being curious and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners to cultivate their sense of justice in the classroom and beyond. We use disability studies in education as a theoretical framework for doing anti-bias work within early childhood education. We also describe global and neoliberal trends that directly and negatively impact the lives of young children by escalating injustice through educational practices and policies often disguised as reform. Ultimately, we propose reimagining equity-based practices, positive disability narratives, freedom and humanity, and the concept of place within pedagogy to transform early childhood education.

Income gaps in college enrollment, persistence, and graduation raise concerns for those interested in equal opportunity in higher education. We present findings from a randomly assigned scholarship for low-income students at a medium-sized public 4-year university. The program focused solely on the first four semesters of enrollment and tied aid disbursements to modest academic benchmarks and enhanced academic advising. Meaningful decreases in time to degree appear to be driven by students with the lowest academic preparation and family income. Treated students took out approximately 20% less in student loans during the duration of the program. Participants also indicated high satisfaction with the program's model of enhanced academic advising.

This study aims to analyze the learning model of municipal students. The approach used in this study is a quantitative correlational study with an ex-post facto design and path analysis. The instrument used is a questionnaire and Structural Equation Modeling (SEM) with WarpPLS 4.0 statistical software to analyze the data. The results show that there are positive and significant effects of self-confidence on learning motivation, and the effects of learning style are also positive and significant on learning motivation. There is a positive and significant effect of parent encouragement on learning motivation. The effect of student's self-confidence on learning motivation also shows positive and significant. The impact of learning motivation on learning outcomes is significantly positive. While the impact of self-confidence on learning outcomes also shows positive results. The effect of parental encouragement on learning outcomes. Finally, the effect of parental encouragement on self-confidence also describes positive impacts.

Involvement of students in the cocurriculum is critical to the development of desired outcomes in college. However, the literature on disabled college students centers academic experiences, largely overlooking cocurricular experiences. In this study, we explored the cocurricular involvement of disabled students, examining factors that created barriers for their involvement, how students responded to barriers, factors that made involvement possible, and those that encouraged involvement. Grounded in a critical realist approach to disability, augmented by environmental theories, and employing a descriptive-interpretive design, we used both individual interviews and focus groups to obtain data from 33 disabled students at a midwestern, comprehensive, land-grant university. We found that (a) other people's behaviors and attitudes created more barriers to disabled students' involvement than did physical or organizational factors; (b) participants reported a wide variety of emotional and behavioral responses to the barriers; (c) accessible physical design, flexible organizational policies, and assistance from others made involvement possible; (d) universally designed elements of the physical and organizational environment as well as active support from staff and peers encouraged involvement; and (e) barriers to and encouragers of involvement varied by impairment. We offer implications for further research and practice.

Math modeling is a unique and powerful part of mathematics that is underutilized in contemporary classrooms. Teachers of all grade levels may utilize such modeling problems to better serve the students in their classrooms, with related analytical problem-solving activities that contribute to learners meeting the highest of learning standards. With a continued focus within mathematics education on critical thinking, creativity, disciplinary literacy and college/career readiness, math modeling is at the forefront of research-tested methods to develop these crucial skills. This is an important direction mathematics education that needs to go in order to prepare students for the future.

Youth are inactive in today's world. Integrating autonomy, competence, and relatedness into Physical Education objectives to provide optimally challenging tasks for students may be an effective approach to making them love physical activity. Optimal challenge, or the challenge level of the task matches the student's competence, can provide them with the greatest sense of competence, satisfaction, and/or pleasure. It presents one adaptive intrinsic goal of motivation in Self-Determination Theory. Participation in optimally challenging situations can give students a sense of mastery, enhance their conceptions of competence, and lead to enjoyment, thus, increasing intrinsic motivation. The purpose of this article is to encourage physical educators to introduce opportunities for students to experience optimal challenges and, thereby, offer students the chance to feel the rewards of being self-regulated and intrinsically motivated. This article shares one tool, miMove, that many teachers have used successfully throughout virtual teaching to engage students in more physical activity. Physical educators could use this mobile APP to better understand how students perceive their own learning and integrate student choice and learner-centered pedagogical strategies. Consequently, it offers students opportunities to explore their own understanding of content, introduces autonomy, and stimulates students' ability to connect to content authentically.

The aim of this study was to investigate the effects of distributed leadership on the teachers' job satisfaction, organizational citizenship behaviour and commitment. To this aim, Distributed Leadership Inventory (Hulpia, Devos, & Rosseel 2009a), Job Satisfaction Scale (Andrews & Whitney 1976), Organizational Commitment Scale (Meyer & Allen 1991), and Organizational Citizenship Behavior Scale (DiPaola, Tarter, & Hoy 2005) were applied to 344 teachers working at schools in Gaziantep city of Turkey. For the statistical analysis of the collected data standard multiple regression analysis was employed. Results of the study showed that distributed leadership had a statistically significant effect on teachers' job satisfaction, organizational citizenship behavior and organizational commitment. In terms of sub dimensions of the distributed leadership, while leadership functions dimension statically significantly affected job satisfaction, organizational commitment and organizational citizenship behavior; coherent leadership team subdimension affected only job satisfaction. Some recommendations for educational managers, policymakers and researchers in the area were made according to findings of the study.

A family systems framework guided our investigation of self-injurious behavior (SIB) in adolescents. As part of a larger study, we collected data examining SIB and family functioning from 29 adolescents (M[subscript age] = 15.66) and their caregivers. These adolescents with traits of borderline personality disorder were seeking counseling from community-based practitioners specializing in dialectical behavior therapy. Our primary aim was to better understand the family environment of these adolescents. A second aim was to elucidate interrelations among family communication, roles, problem-solving, affective involvement, affective responsiveness, behavioral control, and conflict and SIB. We found a high rate of SIB among adolescent participants. There was significant congruence between adolescent and caregiver reports of the family environment, with families demonstrating unhealthy levels of functioning in several indicators of family environment. The latent variable of family functioning significantly predicted nonsuicidal and ambivalent SIB. Counselors working with adolescents should consider family functioning when assessing risk for SIB.

Most educational systems across the world have migrated to remote learning modality as a measure against the spread of the coronavirus disease 2019 (COVID-19). This phenomenon is causing a lot of difficulties especially as voiced out by students in the context of developing countries. This paper attempts to describe the difficulties in remote learning of university students in the Philippines in the wake of the COVID-19 crisis. Following a mainly qualitative research design, this study surveyed a pool of purposively and conveniently selected students currently enrolled in a tertiary institution. The result of the content analysis revealed the following categories of difficulties in remote learning: unstable internet connectivity; inadequate learning resources; electric power interruptions; vague learning contents; overloaded lesson activities; limited teacher scaffolds; poor peer communication; conflict with home responsibilities; poor learning environment; financial related problems; physical health compromises; and mental health struggles. Based on the result, cogent recommendations are discussed at the end of the study.

From a bibliometric perspective, scholarly inbreeding has been identified in journals through the excessive use of both author and journal self-citations. However, editorial bias toward researchers from the same institution as the editorial management team has seldom been considered. According to the Spanish Foundation for Science and Technology, this occurs when a journal publishes more than 20% of documents authored by researchers affiliated with the same institution as the editorial management team. The purpose of this study is to establish the extent to which 81 Latin American journals managed by universities publish intramural documents (defined as those published by its own faculties). Results revealed that 56% of Brazilian journals were not compliant with the 20% benchmark as well as 44% of Colombian journals, 50% of Chilean journals, and 71% of Mexican journals. Interestingly, one third of these journals published the majority of the documents in English. By examining the documents published by these journals and subsequent citations to these articles, it was established that the intramural documents of some journals registered a higher ratio of citations per document in comparison with extramural documents published in the same journals. The results presented in this study provide evidence of inbreeding in some academically managed journals from Latin America. Although no one specific reason can account for this phenomenon, plausible explanations are given that may contribute to its understanding.

The primary purpose of this study was to explore elementary faculty perceptions of adding more recess during the school day. Secondarily, authors compared perceptions by teacher type and years of experience. Participants were 25 teachers (representing all grade levels and areas) from one elementary school in the southeastern region of the United States. Participants completed a questionnaire regarding their perceptions toward recess before/after implementing an additional recess period. No significant differences appeared when analyzing data from all participants. However, when examining data by teacher type and experience, a negative statistical significance was found. A school policy of two recess periods per day was perceived less positively by elementary faculty after implementation, and teachers with more experience viewed it more negatively than teachers with less experience. Grade-level teachers were less enthusiastic toward the inclusion of more recess time than administrators, aides, and special area teachers. As school personnel make shifts in school policy related to recess offerings, professional development on the positive outcomes can be geared toward more experienced and grade-level teachers.

Objective: The purpose of this study was to determine classroom teachers' self-efficacy towards, and perceptions of, physical activity in the classroom. Design: The study is a convergent mixed-methods design in which both qualitative and quantitative data were collected simultaneously at one time point. Setting: A convenience sample was recruited through email from two school districts to participate in an online survey and follow-up phone interview. Method: The survey consisted of demographic variables, as well as the validated 18-item Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS). Quantitatively, descriptive statistics were calculated to explore general relationships; qualitatively, constant comparison and inductive analysis were used to better understand teacher efficacy and perceptions towards providing physical activity in the classroom. Results: Sixteen participants (87% female; M[subscript age] = 38.4 years, M[subscript experience] =12.25 years) representing two states and 12 schools completed both measures. Participants represented all grade levels and varied in levels of general efficacy (M = 3.18, range = 1.78-4.06), student barrier efficacy (M = 3.30, range = 1.29-4.29), institutional efficacy (M = 2.92, range = 1.33-4.22) and educational efficacy (M = 3.60, range = 2.00-5.00). Three themes emerged as part of the qualitative analysis: (1) implementation barriers, (2) the face of teacher preparation and (3) knowledge and intentionality. Conclusion: Results offer further evidence of the disconnect that exists for classroom teachers as well as insights into classroom teachers' perceptions of and self-efficacy towards physical activity in the classroom.

The current case study was designed to seek out incoming high school students' perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers' actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students' personal interests, can help to develop positive student perceptions of PE and increase students' participation in PA.

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance selfmonitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goalorientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners' perceptions on the importance of SRL subprocesses in reaching course completion.

This paper reports the development and validation of a new questionnaire to assess students' perceptions of the online learning environment in Indonesia during the COVID-19 pandemic. In total, 669 participants (454 women, 215 men) from various universities were recruited online to complete a 25-item questionnaire. Item factor analysis verified a five-factor model, while multidimensional Rasch analysis showed that all items fit this model and have good reliability. The factors of Access, Interaction, Lecturer Support, Equity, and Investigation formed the valid and reliable Online Classroom Learning Environment Inventory (OCLEI). All aspects of online learning readiness were related to the five factors of the OCLEI, therefore supporting convergent validity. With these results, we concluded that the OCLEI is a novel measure that can be used in future educational research in Indonesia. Limitations and implications are noted.

A plethora of research has been conducted on physical activity (PA) during the school day as part of a CSPAP. Classroom activity, recess, and other school day opportunities such as active transitions, school-wide movement breaks, and drop-ins provide valuable opportunities for students to reach recommended levels of PA. In addition to the health benefits from engaging in PA during this time and decreasing bouts of sedentary behavior, positive outcomes have been demonstrated in terms of students' academic performance and social/emotional health. The purpose of this paper is to provide an overview of research conducted on PA during the school day over the past decade and offer suggestions to practitioners on efficient and effective ways to incorporate PA during school. Based on the collective efforts of researchers, we summarize the outcomes and provide the biggest "return on investment" for physical educators, classroom teachers, and PA professionals who are most likely to implement PA during the school day as part of a CSPAP.

Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To assist teachers in implementing an authentic learning experience, this article will focus on four components of an authentic learning experience: the authentic problem to solve (purpose), the outcomes/assessment of the project (essentials), the students'/teachers' role in solving the problem (agency), and the presentation of the findings (knowledge). The purpose of this article is to share relevant details on authentic learning and collaboration in PE with the intent of providing strategies for teachers to facilitate meaningful learning with their students.

The purpose of this study was to investigate physical education teachers' perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers' Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students' needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.

Background: Competency models provide useful frameworks for organizing learning and assessment programs, but their construction is both time intensive and subject to perceptual biases. Some aspects of model development may be particularly well-suited to automation, specifically natural language processing (NLP), which could also help make them more generalizable and thus more learner-centric. Aims: In this study, we sought to evaluate the potential for NLP techniques be applied to competency framework development. Materials & Methods: Using NLP, we developed a set of new competency frameworks from a sample of existing leadership competency models from the health professions (e.g. nursing, medicine, healthcare management, social work, spiritual care). We then arranged for a human reviewer who was blind to the frameworks' sources to evaluate their relative coherence. Results: The human-developed frameworks tended to be viewed as more coherent than the NLP-generated frameworks, however the coherence advantage was greatest for the least complex models, and there was no apparent advantage in the most complex model we tested. Discussion: Although NLP did not consistently outperform the human-developed model structures, the pattern of results suggested directions for further model refinement and future study. Conclusion: Replicating this research with a broader sample of competency models will be important for establishing whether the observed relationship between NLP performance and model size is a more widely generalizable principle.

Purpose: The primary purpose of this study was to explore teacher and student perceptions of the implementation of two recess periods per day. Method: Participants were 12 teachers (representing all grade levels and areas) and 13 students (representing all grade levels) from a K-5 elementary school in the Southeastern United States. All participants took part in interviews regarding their perceptions towards having two recess periods per day. Data analysis included transcribing data, detecting preliminary themes through constant comparison, and narrowing of themes from preliminary themes. Results: Five themes were ultimately revealed--activity, behavior and student engagement, quantity vs. quality, socialization, and teacher-student "contract." Conclusions: A school-wide policy of two recess periods per day was perceived positively by faculty and students because they believed students are more active, stronger bonds formed between students and teachers, primary children played together, earlier, and lessons had more depth and intensity.