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With the aim of providing holistic approaches to education, social and emotional learning (SEL) has gained significant attention within school systems across the world. SEL has been defined as the process through which individuals understand and regulate emotions, set and achieve positive goals, feel and show empathy towards others, establish and maintain positive relationships, and make responsible decisions. In an effort to integrate SEL into the academic domains of science, technology, engineering, arts, and math (STEAM) and to promote cross-cultural collaboration, three institutions came together to deliver a groundbreaking program for elementary school students from California and South Korea: the Global Summer Academy. The impact of SEL is even greater when students observe adults collaborating to establish a nurturing environment, modeling positive behaviors, and consistently promoting social and emotional concepts and skills. Thus, forming community partnerships across contexts and settings is an ideal strategy for enriching student learning and development. SEL activities such as mindfulness practice can aid students in regulating their emotions during STEAM tasks, enabling them to better reflect on and address their successes and failures. Such a reflective process not only improves student learning outcomes, but also facilitates the development of persistence, resilience, critical thinking, and growth mindset. Therefore, integrating SEL principles within STEAM activities not only enriches the academic experience, but also equips students with the social and emotional skills necessary for personal growth. To assess students' learning (i.e., what they learned, what they enjoyed, challenges they faced), brief interviews were conducted with all participants at the end of the week-long program. This feedback suggested four key themes -- problem solving, relationship skills, self-awareness, and emotion awareness.

East Asian children have consistently outperformed children from other nations on mathematical tests. However, most previous cross-cultural studies mainly compared East Asian countries and the United States and have largely ignored cultures from other parts of the world. The present study explored cultural differences in young children's early math competency prior to their school entry among U.S., Taiwanese, Dutch, and Peruvian four-year-olds. Results showed that the Taiwanese children performed better than U.S., Peruvian, and Dutch children. No difference was found between U.S., Peruvian and Dutch children. In addition, results revealed that more Taiwanese four-year-olds were able to count up to at least 21 when compared with children from the other three countries. We discuss varying cultural factors (e.g. language and parental support) as contributing reasons for East Asian children's high mathematical skills at an early age. (Contains 1 figure and 2 tables.)

Abstract: Purpose: Using statewide data, we evaluated whether the changing incidence of penile anomalies and hypospadias is reflected in the diverse California population of newborn males over the past 20 years. Methods: Discharge data from all California hospitals, prepared by the OSHPD (Sacramento, CA) was reviewed for the years 1985–2006 for male infant births with an ICD-9 code (752.6) for hypospadias, epispadias or other penile anomalies. Trends were examined by Generalized Estimation Equations for Poisson regression. Results: From 1985 to 2006, the birth incidence of newborn penile anomalies increased in California from 47 to 57 cases per 10,000 newborn discharges, yet the trend for hypospadias alone appears stable from 1997. The rates for penile anomalies in newborns increased 1.4% annually (p < 0.001). All racial/ethnic groups analyzed showed this increase (p < 0.001 for each). During the study period there was a 2% increase per year in plural births (p < 0.001). Interestingly, the rate of change in penile anomaly incidence was greater in males of plural births compared to their singleton cohorts (2% vs 1% annually) (p < 0.001). The birth incidence of cleft palate, another congenital anomaly known to be stable over time, remained unchanged over this period. Conclusions: From 1985 to 2006 in California the incidence of penile anomalies increased in a statistically significant manner, but the incidence of hypospadias appears stable for the last decade. Our data support the notion that different racial/ethnic groups have distinct incidences of penile anomaly formation and that an association with plural births appears to be present. [Copyright &y& Elsevier]