The day of the week bubbles will allow you to set the alarm to recur on multiple days. If you tap the “Add label” section at the top of the alarm card, you can set a name for the alarm. You’ll see the time in bold, a slider showing that the alarm is toggled “on”, and more. ![]() That’s it! You now have an alarm that should have populated this area. Tap “OK” at the bottom-right of the dialogue box.Be sure to tap “AM”, or “PM” at the top-right of this dialogue so your alarm doesn’t go off at the wrong time!.Tap or drag to the minutes you want to set for your alarm. This is because you’re not being asked to select the minutes. You’ll immediately be taken back to “00” at the top of the clock.Click or drag to the hour you want to set Click the “Alarm” tab at the bottom of the app.Alternatively, you can click below to be taken directly to it! If you already have it installed out of the box, but can’t locate it in your launcher, then you’ll see an “Open” button on the app listing in the Play Store instead. It’s said this for years, and there’s currently no fix in sight.Īll you’ll need to do is open the Google Play Store on your Chromebook, search for “Google Clock”, and hit the green “Install” button on the proper listing. If you try this, it will reply that it “can’t do that yet”. To make matters worse, you can’t tell Google Assistant to “Set an alarm”. That’s right, even though it isn’t visible to you in your app launcher, you may already have the same exact clock app on the big screen as your phone! If that’s true though, then where the heck is it? Well, for some reason or another, Google has failed to make it appear in the Chromebook app drawer via the ‘ Everything button‘. Based on the study findings, it is recommended that behavioral and REBT therapies be integrated in the juveniles’ rehabilitation program.Your Chromebook may already have the Google Clock pre-installed. The study established a statistically significant reduction of conduct disorder symptoms from a mean of 19.96 at baseline to 8.26 at post-treatment two and this was significant at p<0.001, indicating the effectiveness of behavioral and REBT therapies in treating conduct disorder. The DiD estimators at midline was -1.393 (p < 0.0001) and at end-line was -1.204 (p < 0.0001) after controlling for class. Difference-in-differences (DiD) model was used to determine the efficacy of the intervention at post-treatment one and post-treatment two. The experimental group showed a steady decline in the mean CD scores over the study period from 19.96 (SD: 5.069) at baseline to mean of 8.26 (SD: 2.625) at end-line (p 0.05). ![]() Presentations were done using profile plots and tables. Data was analyzed using Statistical Package for the Social Sciences version 20.0 (20). The two groups were comparable statistically with respect to key socio-demographic characteristics namely type of facility, age, employment status with the exception of class. CBCL is a standardized tool with a proven validity and reliability of 0.82. A socio-demographic questionnaire was administered, in addition to a self-administered Child Behavior Checklist (CBCL-YSR) Youth Self Report for ages 11-18 (2001) completed at baseline, midline (3 months post-intervention) and endline (6 months post intervention). ![]() A total of 94 respondents aged between 13 and 17 years from Kabete and Wamumu rehabilitation schools in Kenya participated in the study (47 for each study arm). This was a quasi-experimental study design with Kabete Rehabilitation School representing the experimental group and Wamumu Rehabilitation School representing the control group. The purpose of this study was to determine the effectiveness of behavioral and rational emotive behavior therapies (REBT) on conduct disorder among juvenile delinquents.
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