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Many Malaysian adolescents are experiencing stress due to high self-expectations in achieving academic grades. As a result, many adolescents are experiencing suicidal ideation; therefore, it is imperative to find important protective factors to minimize the chances of such adolescents committing suicide. This study aimed to assess whether or not there is a relationship between positive mental health, academic stress and suicidal ideation among Malaysian adolescents residing in Johor Bahru. This study also explored whether or not positive mental health serves to mitigate the relationship between academic stress and suicide suicidal ideation. The participants were a 210 Malaysian adolescents residing in Johor Bahru, aged 15-20 years. The participants Mala completed the Assessing Academic Stress, Positive Mental Health Questionnaire and Suicide Behavior Questionnaire. Data were analysed using correlation, regression, and PLS-SEM. The findings revealed that academic stress does cause suicidal ideation in Malaysian adolescents. The results of the correlation analysis showed that there is a negative association between positive mental health with academic stress and suicide ideation. Furthermore, this study found that positive mental health does serve as a significant mediator between academic stress and suicidal ideation. Academic stress leads to suicidal ideation, but positive mental health could be significant protective factor. Therefore, there is a need for parents, teachers and peers to promote positive mental health at home and in school, which is essential in curbing academic stress and suicidal ideation., Author(s): Aqeel Khan [sup.1] , Sriyanto Sriyanto [sup.2] , Diana Lea Baranovich [sup.3] , Lokman Mohd Tahir [sup.1] , Siti Aisyah Panatik [sup.1] , Sasmoko Sasmoko [sup.4] , Yasinta Indrianti [...]

Drug substances and excipients must be stored in recommended storage conditions and should comply with their specifications during the retest period for their use in the manufacture of drug products. The ICH (International Council for Harmonization of Technical Requirements for Pharmaceuticals for Human Use) and WHO (World Health Organization) regulatory guidelines mandate that after the retest period, the drug substances must be retested for compliance with the specification and then used immediately in the manufacture of the finished product. Although these substances can be retested multiple times, an emphasis is placed on immediate use following a retest and compliance with standards. The phrase "used immediately" is ambiguous and is left for interpretation. In this article, we will look at the various processes that must be completed to determine the retest date. In addition, we present a risk-based method for establishing retest dates and the time during which material can be used. [ABSTRACT FROM AUTHOR]

Current study examines the predictors of academic achievement: role of parenting styles, educational encouragement, gender and ethnicity among special education students. Participants of this study consisted 200 special education students (N = 105 boys and N = 95 girls) age varies 14 to 19 years from one school located at Kuala Lumpur, Malaysia. Results showed authoritative parenting styles were mostly used by the parents of their special education students. Significant relationships were existed in parenting styles, educational encouragement and academic achievement among special educational students. Educational encouragement from mother, father, sibling and friends, ethnicity and gender were found to be significant predictors for academic achievement. Findings of current research suggested parenting styles and educational encouragement contribute to special education student's academic achievement. The results of the current study provide the insight for the educators, teachers and parents dealing with special education adolescents.

Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation of PBL among third year students. The correlation between the levels of satisfaction of students toward PBL and the effectiveness of PBL were examined. Convenient sample methods were chosen and ninety four third year students participated from a private nursing college, Johor Bahru, Malaysia. Data of this study was analyzed using t-test. Findings indicated significant differences in overall scores of pretest and posttest among third year students. The result also demonstrated that the students' level of satisfaction towards PBL correlated with the effectiveness of PBL. From the finding, it has been concluded that implementation of PBL can be further developed through creative and innovative approach in the students' learning process.

Intervention programs to strengthen hope in students have been developed and implemented in schools. The programs are based on Snyder's theory that defines hope as thoughts regarding personal capacities and pathways for goal attainment. Hope theory was recently extended to include external loci-of-hope, which derive from conjoint models of agency emphasized in collectivist societies. But evidence on external loci-of-hope's positive influence on students' well-being is limited. Two studies (involving student samples from four universities in Asian cities) explored how external loci-of-hope relate to students' life satisfaction, personal well-being (self-esteem, self-mastery), relational well-being (relational self-esteem, communal mastery), and coping styles for school-related stress. Results show that external loci-of-hope dimensions predict students' life satisfaction and relational aspects of well-being, but also predict maladaptive coping. The results are discussed in relation to how the work of psychologists in schools benefit from approaches that contextualize theoretical precepts in cultural meanings and experiences in different parts of the world.

In an era where digital platforms shape consumer decisions, this study examines the profound impact of tourism related social media information on consumer travel intentions, with the mediating role of destination trust. For this purpose, purposive sampling technique was used, and data were collected from the 402 consumers in which 68% were male and 31% were female. Additionally, 58% participants revealed that they had gone 1-3 international trips in the past two year. Overall, participants have generally positive attitudes regarding online information, destination trust, and travel intentions. Furthermore, quality of tourism related information had a significant positive effect on consumer travel intentions. Similarly, the quality of tourism related information has a positive effect on trust and destination trust has a positive significant association with consumer travel intentions. Companies and destination marketing agencies can utilize this information to enhance their online reputation and visibility. [ABSTRACT FROM AUTHOR]

Positive education emphasizes the role of hope in student achievement and in buffering the effects of students' difficulties in school. In this study, we demonstrate how internal and external loci-of-hope relate to students' use of different learning strategies in school. We asked 967 university students from four cities to answer the locus-of-hope scales, cognitive strategy scales, and engager collaborative learning scales. Separate regression analyses of data from the four cities indicate that internal locus-of-hope consistently predicted use of all three individual learning strategies (except for rehearsal in the Manila sample), whereas, external-peer locus-of-hope consistently predicted use of collaborative learning strategies. The findings extend previous findings on hope and learning by showing how hope relates to the learning strategies adopted by students. Moreover, the study extends theorizing about hope in schools by showing how relational hopeful thoughts that draw from shared agency with classmates are associated with collaborative learning strategies.

The objective of this study was to determine the relationship aspect of the challenge, readiness, and the role of special education teacher (SET) in implementing common approaches in inclusive classrooms. Experiences as a moderator were used to see the effect of the co-teaching component. This study used a sampling method that involved 240 respondent's representatives of the population of SET in Malaysia. The findings of this study showed that there was a high positive tendency in choosing the approach that is likely to progress than the existing ones. In this area, there were challenges and readiness of positive selection than teacher experience. Overall, this study could impact the implementation of co-teaching approach than the implementation of the existing programme.

In this article we examine the mentoring program for novice headteachers and what they perceive as its purposes, as well as the constraints to successfully implementing it in Malaysian schools. Using a survey research design we analysed responses from 200 newly appointed headteachers from two state departments of education, and interviewed six headteachers through two focus group interview sessions. As expected, headteachers revealed that mentoring had significantly improved their professional values as a school leader, and had led to the creation of a knowledge sharing culture that boosted their confidence level and improved their practical knowledge related to school leadership. However, headteachers also revealed that time constraints negatively impacted on the effective implementation of mentoring. The study also offers practical suggestions for the headship training system in Malaysian context.