The aim of the research results presented in the article is to strengthen a better understanding of the processes related to the transformation of hard coal mining in Poland, in particular the preparation of employees and their representatives, as well as employers from transformed areas for the upcoming changes. In this perspective, anticipating future skills against the internal potential of entrepreneurs becomes more and more important. It is a key element that enables entrepreneurs to adapt to changes, create innovative solutions and remain competitive on the market.

This study assessed the impact of counter-mapping on university students' perception and knowledge of their cities, focusing on cultural diversity, urban dynamics, and social challenges. Using a quasi-experimental design with pretests and posttests in the province of Alicante, Spain, changes in the understanding of urban geography, everyday life, and cultural diversity were analyzed among 54 Geography Didactics students. Likert scale surveys and open-ended questions were employed, complemented by statistical and qualitative analyses, to measure knowledge and perceptions before and after the counter-mapping project. The results indicate that although quantitative correlations did not show statistically significant significance, qualitative analysis revealed significant and profound learning. Participants uncovered the hidden layers of their urban environments and gained a better understanding of the complexities and challenges of their cities. The project promoted the development of critical skills such as analytical thinking, active research, and effective communication, proving to be a valuable pedagogical tool that surpasses the limitations of traditional teaching methods and encourages active and committed citizenship. This inclusive and multidimensional approach enriches the diversity of experiences and knowledge, significantly contributing to the teaching of urban subjects, community engagement, and social responsibility, laying the groundwork for proper tourist, cultural, social, or urban planning of city spaces.

This document evaluates the impact of computer use on wages in Colombia in 2018. For this analysis, a Propensity Score Matching model is used to evaluate the impact of the use of learning technologies on the wages and years of education of Colombians, based on the 2018 quality of life survey. The results show that the use of the computer, laptop, tablet, internet, transferred files, Excel and radio for learning have a positive impact on the wages of Colombians. This research allows a better understanding of the technological effects on wages and provides information for the design of public policies in the development of technological skills.

The study analyzes how graduate students in economics, administration and accounting perceive their managerial skills for employability. It focuses on the importance of developing transferable skills that meet current and future job demands. To measure the perception of skills, a structured and duly validated questionnaire (Employability Skills 2000+) was used, answered by 225 graduate students in Economics, Administrative and Accounting Sciences in Tegucigalpa, Honduras. The data obtained from the application were analyzed using the Confirmatory Factor Analysis (CFA) method with the FACTOR software. The CFA generated an adaptation of the original scale with 21 variables. The resulting scale determined three predominant factors: Personal Management Skills, Fundamental Skills and Teamwork Skills, which presented good consistency and validity, allowing us to conclude regarding employability skills in the context studied. The findings show the existence of a correlation between fundamental skills and variables such as work experience, employment status and gender, as well as a high correlation between teamwork skills and work experience and employability conditions.

This study evaluates the impact of a Project-Based Learning (PBL) intervention on post-pandemic educational recovery in rural Colombia, focusing on student competencies in mathematics, language, science, and 21st-century skills. Conducted in rural schools, the intervention aimed to address significant learning gaps exacerbated by the COVID-19 pandemic by providing teacher training and direct student support. A pretest-posttest single-group design was used to assess the effectiveness of the intervention, with standardized tests measuring academic competencies and an analytical rubric evaluating 21st-century skills. The results indicate significant improvements in math, language, and science test scores, with notable gains in problem-solving, collaborative work, communication, and critical thinking. However, a decline in creativity scores highlights the need for a stronger emphasis on fostering creativity within the PBL framework. Gender differences were observed, with female students generally outperforming males, suggesting the need for tailored instructional approaches. The study's limitations, including the absence of a control group, non-random sampling, and the use of subjective assessment methods, are acknowledged, with recommendations for future research to address these issues. Despite these limitations, the findings underscore the potential of PBL to enhance student learning outcomes in rural settings, offering valuable insights for educators and policymakers aiming to support educational recovery and development in similar contexts. Further research is recommended to explore the long-term effects of PBL and to refine the intervention for broader implementation.

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

Taekwondo is a Korean martial art, combat sport, and Olympic discipline. Taekwondo competi-tion is characterized as an individual sport (1X1), single elimination tournament and repechage system. The aim goal of this study is brought of a bibliometric review regarding the item’s “taekwondo” and “performance”, through identified and published manuscripts on the Web of Science (WOS) database by December 31, 2022. The bibliometric analysis was used to analyze a data set of 460 WOS-indexed manuscripts published between 1992 and 2022. Descriptive analy-sis, citation, authorships, countries, institutionals, and keywords co-occurrence analyses were conducted into Taekwondo sports performance. The manuscripts founded in the WOS database are inserted on the categories: “Sports Science” (n = 229), “Hospitality Leisure Sport Tourism” (n = 48), and “Physiology” (n = 32). The authors Kazemi et al. (2006), Matsushigue et al. (2009), and Paillard (2017) are the must published and cited researchers. The countries with high number of published manuscripts with the objective of this study are Brazil (n = 83), South Korea (n = 57), and Spain (n = 52). We found also, five collaboration networks between authors and institutions, found a gap of the thematic relevant researchers. The authors should have highlighted Franchini, E., (n = 42), and Falco, C., (n = 20). It is recommended to carry out multidimensional research on Taekwondo sports performance with the aim of establishing collaborations within groups, insti-tutions, and countries. In this way, the productivity, effectiveness, and quality of research would be increased, as well as international collaboration networks.

This review article seeks to systematically identify appropriate ways to measure managerial skills. The systematic literature review was conducted according to the criteria in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guide, and the eligibility criteria were declared through the PICOS tool (population, interventions, comparators, outcomes and study); a tool based on 6,803 records identified bibliometrically in the Web of Science database. The literature review stages determined a reduced set of articles that presented valid and reliable measurement scales covering some determinant constructs on managerial skills for employability such as fundamental, emotional, managerial, leadership, decision-making, communication and teamwork skills.

Children living in residential care homes (RCH) often present conditions of abandonment due to separation, abuse and mistreatment; circumstances that are detrimental to proper emotional development, resulting in poor self-confidence, aggressive behaviors, low self-esteem, anxiety, among other developmental problems. Additionally, pandemic lockdown hinders access to mental health services for RCH service providers, and limits children to external mental health support and resources. The objective of this study was to design and evaluate the effectiveness of a remote-applied Emotional-Intelligence-based intervention program (RA-EIBI) for children living in RCH during pandemic lockdown. A non-parametric pre-test, treatment, post-test comparative design was used to evaluate effectiveness of the intervention program. Seven children living in RCH during pandemic lockdown were initially assessed using Evaluation of Neurological Soft Signs, and Empathy Quotient (EQ-I) to estimate emotional intelligence quotient. A 10 session RA-EIBI program was designed and applied to the children after initial assessment, and a final evaluation was conducted to perform related samples comparisons. Results shown a non-significant mean increase of intrapersonal, interpersonal, stress management, adaptability, and emotional state, all emotional intelligence-related skills. A RA-EIBI program is an accessible resource for RCH, and children living under this condition. EI skills were maintained along the social isolation period due to COVID-19. Followup of emotional conditions of children demonstrated an improvement in self-perceived well-being.

The aim of the study was to determine the attitude of dentist toward learning communication skills and to recognize the factors influencing attitude toward learning communication skills. A cross-sectional study using a self-administered, 26-item, adapted Communication Skills Attitude Scale (CSAS) was carried out among dentist working in a public sector hospital in Qatar. Overall, two scores could be ascertained from the adapted CSAS: the mean positive attitude score (PAS) and negative attitude score (NAS). Non-parametric tests for statistical significance were utilized to assess relation between PAS and NAS scores and demographics. Fifty-nine dentists completed the survey giving an overall response rate of 53.6%. The mean (SD) PAS and NAS scores were 3.98 (SD=0.54) and 3.26 (SD=0.49) respectively. Female dentist was more positive towards learning communication skills than male. No statistically significant correlation was found between both PAS and NAS scores and respondents’ age. Dentists’ had both positive and negative attitudes towards learning communication skills. Considering the high NAS scores, it is recommended to introduce communication skills formal training sessions

People with Down syndrome present cognitive difficulties that affect their reading skills. In this study we present results about the use of gestural interaction with Kinect sensor to improve the reading skills of students with Down syndrome. Following a case of study method for small samples with disabilities, measuring different variables related to reading skills in an experimental group and in a control group. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. Also, we found that the number of error and delay time of interaction decrease between sessions in the experimental group.

Clinical training in medical schools in Spain is performed by rotations in university hospitals. During these internships, students are expected to acquire and master basic procedural skills. However, the assessment tools available rarely check whether these skills are completely acquired by the students. We have used an e-portfolio to determine the optimal number of times the students need to repeat a procedure to be able to perform it independently. The results were compared with the actual performance during the internships. An e-portfolio collected qualitative information about the internships. Quantitative information was also requested about the number of times each clinical skill was performed. Later, a survey asked these students and their teachers the optimal number of times each skill should be repeated before it could be considered fully acquired. The questionnaire was answered by 98.6% of the students and 70.3% of their teachers. Out of the 21 clinical skills and procedures selected, both students and their tutors agreed in a similar optimal value in 16 of them; only in five of them, teachers thought that students needed a greater number of times than that selected by the students. When these optimal values were compared with the actual values recorded in the portfolio during the internships, it was found that about half of the clinical skills were carried out less frequently than expected, thus providing an important feedback about the internships. Quantitative information collected in portfolios reveals a moderate mismatch between students and tutors perceptions of their training needs.

Background: Children's environmental health encompasses a wide range of factors that impact the well-being of children, including physical, chemical, biological, and social elements in their immediate environment. Safeguarding children from harmful substances is the crucial role of nursing students. Nursing students play a vital role as valuable resources for individuals, families, communities, and policymakers. This study aims to assess the knowledge and skills of nursing students concerning children's environmental health at academic institutions delivering nursing program in Nekemte town, Ethiopia. Methods: An institutional-based cross-sectional study design was carried out from August 1–30, 2023, among nursing students in Nekemte Town, and 634 study participants were selected through simple random sampling. Data was entered into Epinfo version 6.4 and exported to STATA version 14 for analysis, and multicollinearity was checked. Finally, from the bivariate analysis, variables of < 0.2 were included in the multivariate analysis; an adjusted odd ratio with a 95% CI was computed; and variables with a P-value <0.05 in the multivariable analysis were taken as significant associated factors. Results: The overall nursing students' level of knowledge about children's environmental health was insufficient (56%). More than one-third (34%) demonstrate their skill towards children's environmental health insufficiently, and one-fourth (25%) and 27% of the learners conduct their craft to prevent children from ecological hazards to a good and better level, respectively. While gender of the participant, age of the participant, year of the study, training history of the participants, and field of study of the students were significantly associated variables with their knowledge of children's environmental health. Conclusion: The study reveals that nursing students' knowledge of children's environmental health is limited, with factors such as gender, age, training history, and field of study significantly influencing their understanding. Therefore, female students should be considered for more tutorials to be effectively knowledgeable regarding children’s environmental health.

The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children’s motor skills. This study investigates how MiniMovers activities enabled parents to support their children’s physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected. Mixed research methods were applied among children (N=8; aged 21-79 months) and their parents, providing quantitative analysis on children’s performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents’ attitude and behaviour (co-activity questionnaire, two-weekly feedback surveys and interviews). Kinematic data and kinetic data were captured using marker-based motion capture system and a force plate, respectively. For catching, children at Mighty and Mega levels were also tested using eye-tracking glasses. Videos were recorded for developmental stage evaluation. The results showed that five children improved across different ages, with two children improving in almost all tasks, and three children who had more tasks that improved than did not. Parents reported increased levels of co-activity, increased children’s enjoyment, independence, and confidence. This pilot study provides support for the research and development of MM App and suggests a need for more research into the use of APPs to support in home activities among families with young children.

Adapted and personalized motor activities prove to be effective for meeting the specific needs of children with SEN, tailoring to their unique limitations and abilities. Our focus was to craft and apply a structured program for psychomotor abilities development, targeting balance and motor-cognitive skills. The study aims to enhance the behavior and psychomotor manifestations of 28 students with SEN (aged 12-14) from two institutional centers in Romania. The "Sfântul Ștelian" Inclusive Education School Center of Costesti, Arges (CC-12 subjects), and the "Sfânta Filofteia" Inclusive Education School Center of Ștefănești (CS-16 subjects). Across a 36-week training regimen, participants engaged in sessions lasting 30 minutes, twice weekly. Evaluation of their psychomotor skills involved a battery of tests: assessing balance, both with eyes open and closed, brain processing speed, upper limb motor laterality. Initial and final data were gathered to assess their motor development and physical state. Instruments utilized included the Optojump Next optical system for movement analysis, Witty SEM intelligent semaphore, Sensamove balance miniboard. Statistical analysis compared the initial and final assessments using the Kolmogorov-Smirnov test and Wilcoxon Z test. Out of the total comparisons made between the initial and final assessments for the evaluation of the psychomotor component, statistically significant differences were found in only 37.5% of these comparisons.

Health issues of children with intellectual disabilities (ID) have gained significant attention as a key focus of China health goals. This study aimed to compare the differences in displacement skills and problem behaviors among children with varying degrees and types of ID, while also exploring their relationship. The study included 90 participants who were children with ID and had completed TGMD-2 displacement skills and Strengths and Difficulties Questionnaire (SDQ) assessments. Covariance, partial correlation, and multiple linear regression analyses were conducted to examine the differences and correlations between these factors. The findings revealed that higher severity of intellectual disability was associated with lower scores in locomotor skills and increased manifestation of problem behaviors. Notably, there were significant variations in locomotor skills and problem behaviors among children with different types of intellectual disabilities. There is a positive correlation between locomotor skills and problem behaviors in children with intellectual disabilities, where locomotor skills can predict the occurrence of problem behaviors. In Conclusion, the research confirms that the development of locomotor skills can have a positive impact on the accompanying problem behaviors of children with developmental disabilities.

Assessing the development of skills that ensure personal mental toughness in adolescence is important because the increasing autonomy and socialization of adolescents during adolescence inevitably creates the conditions for the emergence of an increasing number of external stressors. Paradoxically, adolescents' confidence in their ability to cope with external stressors decreases during adolescence, which may lead to poorer sport performance in adolescent athletes. The aim of this study was to determine and analyze mental toughness skills in the cadet and junior age groups of young basketball players. An additional aim is to reveal how general (total) mental toughness and age predict each of the athletic mental toughness skills. The analysis of the results of the study revealed that players in the junior age group scored statistically significantly higher on the challenge, commitment, emotional control, life control, overall control, self-confidence in one's abilities, self-confidence in interpersonal interactions, overall self-confidence, total mental toughness, determination and visualization scales. Statistically significant correlations were found between mental toughness skills and the different age groups in all scales except positive cogni-tion and self-belief. Total mental toughness was a strong predictor of the athletic mental tough-ness skills, but age did not predict determination and self-beliefs skills.

Studies show that executive functions and motor development are associated among each other and with learning ability. A more technological lifestyle, related with digital culture, should be considered an important component to stimulate children. In addition, digital games constitute an element of the digital culture in which children are inserted. The aim of this study is to present a systematic mapping of the literature involving executive functions, motor development and the use of digital games in intervention programs for elementary school children, from 6 to 11 years old. Four databases were searched: PubMed, Scielo, Science Direct and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 works. After the selection process, 15 investigations that presented the central theme of the study were selected. The main results indicate that intervention strategies are quite heterogeneous. Most of the studies demonstrated significant positive effects after intervention protocols and were conducted in Europe and 46% of the studies were conducted in a school environment. No researches were identified that involved technological solutions involving executive functions, motor development and digital games in an integrated manner, constituting a field of future scientific research.

The purpose of this study is to explore the intensity of emotions and social skills in a physical education teaching unit (PE). Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions and an ad-hoc questionnaire to measure the social skills of 21 students in the sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show positive emotions to be significantly more intense than negative ones and ambiguous emotions are revealed throughout all the PE sessions.

Abstract Introduction: Visual perceptual skills are essential for independent participation in self-care tasks, educational, work and leisure time activities. The effect of HIV on the visual perceptual skills is not well understood among children in low resource settings like Zimbabwe. Methods: A cross sectional comparative study was done with 30 children living with HIV and 30 children living without HIV residing in Harare urban area. The TVPS-3 was used to assess their visual perceptual skills. SPSS version 22, STATISTICA 13 and Microsoft 2016 were used for data analysis. Results: Both groups of children had mean percentile ranks below 50 on their TVPS-3 scores. Children without HIV generally performed better than those with HIV but the difference was not statistically significant in most cases. Through univariate analysis, only performance on Spatial Relations significantly differed between the two groups. Both groups had lowest scores in Basic visual perceptual skills. Age and school grade were the independent predictors of the children’s performances in the study. Conclusion: There is need for Occupational therapy services in public primary schools and in the pediatric Opportunistic Infections clinics in hospitals to be part of the health team which caters for children with visual perceptual challenges.

Background/Objectives: Attention deficit hyperactivity disorder (ADHD) is a common childhood neurodevelopmental disorder affecting 5.29%-7.2% of children worldwide. Research supports the use of physical activity programs for children with ADHD, which have been shown to provide benefits in neuropsychological and cognitive parameters, executive functions, and social-emotional development. One such program that incorporates physical activity is group psychomotor therapy (GPT), which utilizes inclusion as a key design and implementation principle. However, there is limited data on the effectiveness of GPT for children both with and without ADHD. This study investigated the effects of group psychomotor therapy (GPT), a physical activity-based approach emphasizing inclusion, on the socio-emotional competence and motor competence of preschool aged children with and without attention deficit hyperactivity disorder (ADHD). Methods: A total of 54 children (19 with ADHD and 35 without; Mage= 61.80±5.40 months) participated in a 27-week GPT program. Assessments of motor competence and socio-emotional competence were conducted pre- and post- programme’s implementation, using the DEMOST-PRE© and the Psychosocial Adjustment Test, respectively. Results: Children without ADHD scored statistically higher scores across all assessed variables. However, both groups presented significant improvements in both motor and social-emotional competence. Conclusions: Children without ADHD scored statistically higher scores across all assessed variables. However, both groups presented significant improvements in both motor and social-emotional competence.

This study examines the effectiveness of a comprehensive psychomotor development program combined with adapted football training for adolescents diagnosed with intellectual disabilities in Romania. Twelve participants, with a mean age of 17.42 years underwent a carefully designed intervention program spanning 36 weeks. The program aimed to enhance fundamental movement skills, integrate these skills into specialized football training, and culminate in a Unified 7-a-side Football Match. Results indicate significant improvements in psychomotor skills, including static and dynamic balance, pulse processing speed, and identified stimuli. Moreover, the intervention positively impacted social interaction among participants. Statistical analysis, employing Pearson Correlation Analysis and Paired Samples t-Test (One-Sample), compared assessments. Results revealed significant differences between pre- and post-intervention measurements, providing robust evidence of the program's efficacy. The positive correlations between physical parameters and social interaction highlight the interconnectedness between physical fitness and social engagement. Our findings suggest that improvements in physical abilities may contribute to increased social interaction among children with intellectual disabilities, underscoring the holistic nature of our intervention, which addresses multiple dimensions of development simultaneously. The findings underscore the holistic benefits of integrating psychomotor development and adapted football programs for adolescents with intellectual disabilities, emphasizing the importance of promoting inclusive physical activities for their overall well-being.

Academic performance and capabilities were greatly influenced by creativity. It has also contributed to comprehending academic skill development independent of motivation and intelligence. This study examines the relationship between student creativity and academic skills. This is the systematic literature review for 2016 to 2022. The main criteria for including an article in the research were that it was written in English, that it was pertinent to the topic of the study, that its sample consisted of students aged 5 to 16 with regular, typical development, that it was a descriptive, exploratory, or longitudinal study, and that it was accessible to the public. Seven articles were included in the study following a critical and systematic analysis and evaluation. As the results indicate, creativity and its characteristics correlate substantially with academic skills such as reading, comprehension, academics, word processing, and written assignments. Additionally, creativity contributed considerably to children’s academic performance, both currently and in the future. The present study concludes that creativity is essential for enhancing and promoting children’s academic performance.

Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is vital to communicate effectively. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of what has been done in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students.

Simulation-Based Medical Education that uses Virtual Patients has become increasingly important during the COVID-19 pandemic. With the need for social distancing and minimizing contact, medical simulation technology has provided a valuable tool for healthcare professionals to practice and improve their skills without the need for face-to-face interactions. MedSIM is a medically accurate simulation platform with Virtual Patients designed for undergraduate medical education. Our study involved two groups of students. The PreCOVID group, before the pandemic, underwent conventional teaching methods. The COVID group, during the pandemic, had students exposed to conventions skills taught earlier and were taught again with MedSIM. Students indicated high satisfaction with the clinical skills demonstrated by the Virtual Patients. More than half agreed that MedSIM had enabled them to perform all kinds of procedures on patients (PreCOVID group 68.8%, COVID group 71.3%), showed cues and consequences much like those in natural clinical environments (PreCOVID 68.4%, COVID 71.3%). Also, MedSIM allowed them to have a repetitive practice that helps in critical skills transfer to actual patients (PreCOVID 72.7%, COVID 74.7%). MedSIM met the expectations of most of the students. Students from both groups rated the online performance of the MedSIM simulator as "Very good." Analysis from a customized word cloud indicated that most students found MedSIM to be good and of educational value. MedSIM platform enhances healthcare professionals' skills and knowledge, leading to better patient outcomes and increased access to healthcare, supporting SDG 3 (Good Health and Well-being). It also provides a safe and controlled environment for healthcare professionals to learn and practice essential skills, supporting SDG 4 (Quality Education).

Digitalisation is one of the European Union's priorities. The European Parliament is shaping and helping to shape new legislation in this area. Digitisation should also help in the transition to a greener economy and in achieving climate neutrality. E-government is one area of digitisation that has been under way for several years in European countries. In this paper, we have focused on identifying different indices that are aimed at measuring digitalization or e-Government. The results of the analysis showed that there are several indices that focus on this area within the EU, such as EGDI, EPI, LOSI, DGI, e-Government benchmark, Eurostat - internet use, GII, DSGI, Going Digital toolkit and DESI. Subsequently, the index areas to be used in the DEA method to measure the effectiveness of e-Government related inputs and outputs within the EU were identified. As can be seen from the analysis, the DEA method has various uses. In order to be able to use the method properly it was necessary to select the most appropriate parameter and to verify their suitability by means of correlation analysis. Among the input and output indices were chosen Internet usage, DSGI, GII, e-Government benchmark, Interaction with public administration online. From the analysis 3 inputs and 3 outputs were used. After implementing the correlation, it can be said that the values between the selected sub-variables are suitable for DEA analysis. Two models were chosen for the calculation, namely CCR and BCC model. CCR model evaluated 10 states as efficient and BCC model evaluated 13 states as efficient. In addition, in the close analysis, we have taken a closer look at the CCR model's inference. Countries such as Denmark, Finland, Estonia, Malta, Portugal, etc. were efficient outliers. When comparing the regions within the EU, we can conclude that the countries of Northern Europe are the most efficient in the field of digitalization (e-Government). As many as 4 countries out of 7 are efficient. In a future study it would be useful to use the SBM model and try to measure the impact of digitalization on selected areas such as economy, society, environment, etc.

Biology is so complex that it has to be studied in different ways and focuses on processes. Self-regulation skills in learning are important metacognitive skills for students in studying Biology. Learning models that train strategic students in learning are a must so that they gain meaningful learning experiences through the process of exploration, analysis of new information carried out in learning by applying self-questioning strategies to monitor why new information can be trusted. The results of the synthesis between old knowledge and new knowledge are enhanced through peer coaching in class. This research was conducted to develop an EAQD-PC learning model (exploring, analyzing, questioning, defining peer coaching) and tools that are valid, practical, and effective. The model development procedure includes the preliminary research stage, the prototype stage, and the assessment stage. Model validation data was collected using expert validation instruments. While the practicality of the model components is measured by the implementation observation sheet. The effectiveness of the model was measured using a metacognitive skill test and a questionnaire. This model is applied to students majoring in Biology Education at Muhammadiyah University of Bone, even semester 2019/2020. The results showed that the components of the EAQD-PC model (a) with a value of 3.87, and valid learning model supporting tools with a value of 3.83, (b) practicality with a value of 3.89 and (c) effectiveness with a value of 3, 97 . This study proves that the EAQD-PC model is practical and effective for training students' metacognitive skills.

Digital technologies play a key role in reviving the world economy. The EU has pledged to combine recovery support with resilient digital transformation. The COVID-19 pandemic highlighted the lack of digitization in Slovakia and the shortcomings of digital skills in citizens and communication with institutions. Digital skills are important and should form part of educational policy. ICT skills can help people succeed in the labour market and improve communication with public administration. Digitization and globalization increase the importance to communicate through the Internet, applications and other e-based gadgets. Digital skills are one of the essential parts of e-Government, so people can use e-Government services in communication with public administration. The current crisis citizens' use of online services. In-dices concerning the digital economy are analysed, such as the digital economy and society index DESI and e-government digital skills (EGDI) from 2018 to 2021 revealed a stagnant state in 2018 and 2019 and 2020, there was a decrease in basic digital skills". The next index is E-Government Digital Index It focuses on human capital and digital skills in these indices. The paper analyses and identifies the digital skills of citizens in the context of e-Government development and describes the use of e-Government services by EU citizens with a focus on the Slovak republic. The data were collected through a questionnaire survey with citizens in Slovak republic's digital skills according to selected categories, the use of e-Government services as well as awareness of e-Government services. Solutions that improve e-government in the Slovak Republic are gradually being implemented. Improving digital skills according to National Coalition for Digital Skills and professions in the Slovak republic and is one of the priorities of The Ministry of Education, Science, Research and Sport of the Slovak Republic which has adopted an action plan for 2019 – 2022 to improve the results in the DESI index by 2025 and focus on the digital skills required by employers. The survey revealed that in Slovakia, the majority of schools offer only weak support for digital education (about the EU-27 average of 68% and 45%, respectively). The research revealed also decreased level of digital literacy among young people. These competencies are very important to gain a position in the labour market in the digital society. The projects aim to support the development of digital skills of primary and secondary school students, and the integration of new technologies into teaching.

Early childhood is considered to be a period of rapid development, with the acquisition of abilities predicting future positive school competences. Motor, cognitive and social difficulties related to cancer therapies heavily impact the development of children with cancer. This study focused on two main aims: to assess the developmental pathways of preschool children with acute lymphoblastic leukaemia one year post-treatment and to compare these abilities both with those of a control group of healthy peers and with Italian norms. Forty-four children and their families, recruited through the Haematology-Oncologic Clinic of the Department of Child and Woman Health (University of Padua), agreed to participate to this study. The children’s mean age was 4.52 years (SD = 0.94, range = 2.5-6 years), equally distributed by gender, all diagnosed with Acute Lymphoblastic Leukaemia. Matched healthy peers were recruited through paediatricians’ ambulatories. Each family was interviewed adopting the Vineland Adaptive Behaviour Scales. Paired sample Wilcoxon tests revealed that children were reported to have significantly more developmental difficulties than their healthy peers. When compared with Italian norms they scored particularly low in verbal competence, social and coping skills. No significant association were found between treatment variables and developmental abilities. These findings suggest that the creation of specialized interventions both for parents and children may fill the possible delays in children’s development probably due to stress, lack of adequate stimulation or difficult adaptation.

Early childhood is considered to be a period of rapid development, with the acquisition of abilities predicting future positive school competences. Motor, cognitive and social difficulties related to cancer therapies heavily impact the development of children with cancer. This study focused on two main aims: to assess the developmental pathways in preschool children with leukaemia one year post-treatment; and to compare these abilities with those of a control group of healthy peers. Forty-eight children and their families, recruited through the Haematology-Oncologic Clinic of the Department of Child and Woman Health (University of Padua), agreed to participate in this study. The children’s mean age was 4.36 years (SD = 1.07, range = 1.91–6 years), equally distributed by gender, most of whom were diagnosed with Acute Lymphoblastic Leukaemia (N = 44). Matched healthy peers were recruited through paediatricians’ ambulatories. Each family was interviewed adopting the Vineland Adaptive Behaviour Scales. Paired sample t-tests revealed that children, especially aged 42–72 months, were reported to have significantly more developmental difficulties than their healthy peers, particularly in verbal competence, social and coping skills and gross motor abilities. These findings suggest that the creation of specialized interventions for both parents and children may fill the possible delays in children’s development due to toxic therapies and their associated hospitalisation.

This study provides a global comparative analysis of employability and business skill demands across various regions and educational levels, focusing on business studies within tertiary education. By examining data on employment, unemployment, and inactivity rates for individuals with bachelor’s, master’s, and doctoral degrees, the paper identifies significant regional and gender disparities in labor market outcomes. Southern Europe and Asia-Pacific exhibit higher unemployment rates among graduates, particularly women and older individuals, while Northern and Western Europe show more favorable employment trends. The study also explores the varying demand for essential business skills, such as administration, financial management and sales/marketing across high and upper-middle-income regions. High-income regions prioritize advanced skills in financial management and marketing, whereas upper-middle-income countries focus on process optimization and administration. Gender disparities persist globally, with women facing higher unemployment rates despite educational attainment. The findings highlight the importance of aligning educational systems with labor market needs and addressing gender inequalities through targeted policies. This analysis informs workforce development, educational planning, and policymaking aimed at improving employment outcomes in diverse economic contexts.

This study examined the connection between teenage social skill development and social media use, with an emphasis on both male and female participants. Data were gathered from 101 teenagers using a snowball sampling technique in descriptive survey research. The purpose of the study was to investigate the relationship between social skill development and social media usage, as well as the frequency and intensity of social media use. The results showed that there was no statistically significant difference (ꭕ2 =1.983, p < .05, .01) in the amount of time male and female teenagers spent on social media. Furthermore, there were no statistically significant differences (t=1.29, p > α) in the impact of social media on the development of social skills between genders. Gender did not appear to be a significant impact (ꭕ2 =1.143, p > α) in the way social media affected the development of social skills, even though a higher number of females saw more significant advances in social skills, especially at higher levels of influence. The study also revealed a stronger correlation between increased social skill improvement and moderate social media use, especially in the "more than one hour" category. Excessive use, such as spending the entire day online, did not, however, considerably aid in the development of social skills. Overall, the results indicate that, when used moderately, social media can typically improve teenage social skills, with little variation in the effects observed between boys and females.

The objective of the study was to investigate the dynamics of collaborative learning in TBL through students’ reflections and feedback. The study utilized a mixed-methods approach. Quantitative data collection was done via feedback structured questionnaire. Qualitative data were collected from reflections submitted by 107 first-year MBBS students at the end of TBL session. We found five main themes related to students’ engagement with the session i.e. ( 1) conceptual clarity as the foundation, (2) collaborative learning culture, (3) communication skills, (4) informative and useful team discussions and (5) interactive learning for team development. The majority of the respondents (93%) listened to classmates and coordinated with group members in discussion, (77%) were willing to learn from other group members and contributed ideas to them, (79%) came prepared for session, (75%) found learning material assigned to them as appropriate. Respondents had positive perceptions regarding their participation in group work with a strong inclination towards agreement with the statements provided. The study highlights the positive effects of TBL in promoting peer to peer engagement, active engagement, teamwork skills, and knowledge sharing among undergraduate medical students, ultimately contributing to an effective learning experience.

ChatGPT, a Large Language Model (LLM) utilizing Natural Language Processing (NLP), has caused concerns about its impact on job sectors, including cybersecurity. In this study, we assessed ChatGPT’s impacts in non-managerial cybersecurity roles using the NICE Framework and Technological Displacement theory. We also explored its potential in passing top cybersecurity certification exams. Findings revealed ChatGPT’s promise in streamlining some jobs, especially those requiring memorization. Moreover, we highlighted ChatGPT’s challenges and limitations, such as ethical implications, LLM limitations, and Artificial Intelligence (AI) security. The study suggests that LLMs like ChatGPT could transform the cybersecurity landscape, causing job losses, skill obsolescence, labor market shifts, and mixed socioeconomic impacts. We recommend a shift in focus from memorization to critical thinking, and collaboration between LLM developers and cybersecurity professionals.

Nurses’ competency towards Evidence-based Practice (EBP) has been extensively investigated by several studies worldwide. However, factors affecting the competence of Greek nurses working in the NHS have not been fully investigated in terms of EBP. Thus, this study aimed to explore the impact of individual qualifications of nurses on their competence towards EBP. Data from 473 registered nurses working in 10 hospitals of in the Greek National Health Service (NHS) were collected between October and December 2022 using a convenience-sampling method in a cross-section design. The Greek version of the 35-item (5-point Likert scale) Evidence-Based Practice Competency Questionnaire for Professional Registered Nurses (EBP-COQ Prof) was used to assess the competence level of nurses focusing on the attitudes, skills, and knowledge as well as the utilization of EBP in clinical practice. One-way ANOVA and Pearson coefficient tests were applied to compare possible differences among variables (two or more groups) as appropriate. A multi-factorial regression model was applied to explore participants’ qualifications, including demographics (MSc degree, gender, English language knowledge, etc.) as independent variables, and to control for potential confounding effects toward EBP competency. P-values &lt;0.05 were considered statistically significant. The mean age of 473 participants (402 women and 71 men) was 44.7 ± 9.2 years old. The mean value of competence subscales was found as follows: attitudes 3.9±0.6, knowledge 3.7±0.6, skills 3.1±0.8, and utilization 3.4±0.7. A multivariate regression analysis revealed that associates of “Master's degree” (t=3.039, p=0.003), “Writing an academic article” (3.409, p=0.001), “Working in a University clinic” (2.203, p=0.028) and, “Computer Skills” (2.404, p=0.017) are positively affecting ‘Attitudes’, ‘Knowledge’, ‘Skills’ and ‘Utilization’. Respectively. The research data suggest that nurses working in Greek NHS are limited in competence towards EBP in comparison to other European countries. Therefore, Vocational, Educational and Training programs tailored to EBP enhancement are crucially important.

The coronavirus 2019 (Covid-19) pandemic has emerged as a global phenomenon that significantly affects almost all sectors, irrespective of whether they have a well-established economic system. The inception of COVID-19 pandemic has increased and accelerated the demand for opera industry embrace digit technology to continue to produce performances and reach audiences. The brutality of the Covid-19 pandemic has affected most sectors, and opera artists are significantly affected in the Global South. South Africa, among others, is at the receiving end. The Covid-19 pandemic has wreaked havoc and exacerbated the existing vulnerability of opera artists. Opera artists have difficulty obtaining employment and finding funding for performing arts organisations have caused seriously challenged opera artists to survive during the Covid-19 pandemic. This study is aimed to examine the quest for new digital skills for opera artists and opera companies during the Covid-19 pandemic. A qualitative research method was adopted using interviews with opera artists, selected retired opera practitioners and managers of opera companies. In this study, scholarly documents were reviewed to yield trustworthy findings. The findings demonstrate a high demand for opera artists to upgrade their current skills to meet the demand for digital skills. This demand for digital skills is partially attributable to the closed and suspension of live theatre performances due to the Covid-19 pandemic. The findings also reveal that digital connectivity in the performing arts sector become an essential driver of economic growth. This study concludes by affirming that digital skills are key skills required for resuscitating the opera industry.

Fundamentals of Laparoscopic Surgery (FLS) is a training module designed to provide basic surgical skills. During skill training of the FLS "suturing and intracorporeal knot-tying" task – the most difficult among the five psychomotor FLS tasks, learning from errors is one of the basic principles of motor skill acquisition where appropriate contextual switching of the brain state on error is postulated. This study investigated changes in the brain state following an error event based on the fusion of simultaneously acquired functional near-infrared spectroscopy (fNIRS) and electroencephalography (EEG) signals. Here, human error processing is postulated to differentiate experts from novices based on the differences in the error-related chain of mental processes. Thirteen right-handed novice medical students and nine expert surgeons participated in this study. Error-related microstate analysis was performed using 32-channel EEG data at a high temporal resolution. Six microstate prototypes were identified from combined EEG data from experts and novices during the FLS task. Analysis of variance (ANOVA) found that the proportion of the total time spent in different microstates during the 10 sec error epoch was significantly affected by the skill level (p<0.01), microstate type (p<0.01), and the interaction between the skill level and the microstate type (p<0.01). Then, the EEG band power (1-40Hz) related to slower oxyhemoglobin (HbO) changes were found using regularized temporally embedded Canonical Correlation Analysis of the fNIRS-EEG signals. The HbO signal from the fNIRS channel overlying ‘Frontal_Inf_Oper_L’, ‘Frontal_Mid_Orb_L’, ‘Postcentral_L’, ‘Temporal_Sup_L’, ‘Frontal_Mid_Orb_R’ cortical areas from Automatic Anatomical Labelling showed significant (p<0.05) difference between experts and novices in the 10-sec error epoch. Here, the frontal/prefrontal cortical areas are postulated to be related to the perception and the activation of the primary somatosensory cortex at the postcentral cortical area is hypothesized to be related to the action underpinning perception-action coupling model for the error-related chain of mental processes. Therefore, our study highlighted the importance of error-related brain states from portable brain imaging when comparing complex surgical skill levels.

Decision-making using evidence-based practice (EBP) is generally universally accepted by nurses. Such acceptance may affect the personnel’s behaviour towards patients, which is also demonstrated by taking into consideration the patient’s preferences, including the patient’s spiritual needs, in the care plan. The provision of such care requires the development of an attitude of approval and an adequate level of communicative competence, which will enable the actual implementation of the EBP. The purpose of our study was to assess the perception of spirituality and the nurse’s role in providing spiritual care, as well as the perception of the significance of communication skills in the approval of EBP in professional practice. A multi-centre cross-section study was conducted on a population of 1176 participants (459 undergraduate (Bachelor programme, BP) and 717 postgraduate students (Master programme, MP)) from 10 medical universities in Poland. Three tools were used in the study to evaluate the participants’ approach: Evidence-Based Practice Competence Questionnaire (EBP-COQ), The Spirituality and Spiritual Care Rating Scale (SSCRS), and Communication Skills Attitude Scale (CSAS). Structural equation modelling was used for the analysis. An analysis of structural equations revealed the presence of positive relationships of the attitude to spiritual care and the role of communicative competences with the approach to EBP regardless of the cohort. A significant difference was found related to the influence of age on the attitude toward learning communicative competences. The approval in this respect was observed to decrease with age in the MP group. Increasing approval of EBP requires strengthening the approach to activity-centred spiritual care, with the simultaneous development of a positive attitude towards learning communicative competences. The model reveals the need to integrate a humanistic approach with EBP, which can be achieved by planning different interventions in different groups of recipients: nurses, academic teachers and students.

The present study aimed to investigate the effect of a motor skills training program in children with DCD considering their gender. The Movement Assessment Battery for Children (MABC-2) classified the children and assessed skill changes over time. The study was implemented at four kindergartens in the Khorezm region of Uzbekistan. In the study, all children had DCD (5.17 ± 0.70 years; 10 girls), and all indicators on MABC-2 were less than 16 percent. Participants were divided into an experimental group (n=17) receiving ten weeks of motor skills training program for 45 min twice per week, the control group (n=7) proceeded with exercises of everyday living. All children in the experimental group had a significant increase in total percentile rank of MABC-2 and concerning each domain (manual dexterity; throwing and catching; balance). In the control group, a significant decrease in the total percentile rank of MABC-2 and each domain of MABC-2 was observed. The effectiveness of the intervention program was similar across both genders. The study supports that a period of 10 weeks of a motor skills training program can increase the quality of children's motor coordination and represent a valuable procedure for physical education specialists to enhance motor skills for children with DCD.

Systems thinking is a valuable skill that may be required for an individual to be promoted in the business arena to managerial or leading positions. Thus, assessing systems thinking skills is an essential transaction for decision-makers in the organization as a preceding step to the promotion decision. One of the well-known and validated tools for this task is a questionnaire. However, because some of the questions invade the employee / candidate’s privacy, the answer may be biased. In this paper, we consider this potential bias, a phenomenon that is becoming more and more significant as privacy concerns and awareness continuously increase in the modern digital world. We propose a formal methodology to optimize the questionnaire based on the privacy sensitivity of each question, thereby providing a more reliable assessment. We conducted an empirical study (n=142), and showed that a systems skills questionnaire can be enhanced. This research has a significant contribution to improving the systems skills assessment process in particular, and also lays the foundations for improving the evaluation of other skills / traits.

Background: The present study analyzes the evaluation of communication skills by standardized patients (SPs) and medical evaluators (Es) in an OSCE setting. Methods: The OSCE involved 189 sixth-year medical students, as well as 34 SPs and 63 Es. Communications skills were evaluated in 8 stations, simultaneously by SPs and Es. The SPs were actors who had been trained in the clinical case and who acted in accordance with a standardized script in a simulated clinical situation. The evaluators, also standardized, were Resident Doctors or staff Doctors from the Hospital Services involved. Results: The global scores awarded to students for communication skills were very similar in both groups, although the score awarded by Es was significantly higher, and a direct relationship was also observed between the mean scores awarded by both groups. Evaluators awarded significantly higher scores than SPs in 7 out of the 10 items on the checklist. Female medical students also scored significantly higher than their male counterparts in many items, including external appearance, listening, cordiality, optimism, interest, expression and empathy. Conclusions: Our data indicate that SPs and Es evaluated communication skills in a similar manner in an OSCE setting, a finding which suggests that health-related professionals can be used as an alternative to SPs, thus helping to lower economic costs. Our study also confirms a gender difference (in favor of women) in the evaluation of communications skills by both groups.Our data indicate that SPs and Es evaluated communication skills in a similar manner in an OSCE setting, a finding which suggests that health-related professionals can be used as an alternative to SPs, thus helping to lower economic costs. Our study also confirms a gender difference (in favor of women) in the evaluation of communications skills by both groups.

The purpose of the article is to determine the peculiarities of using of teaching elements of research-based training at the Institute of Human Sciences of Borys Grinchenko Kyiv University. Based on the focus group methodology, the authors identify the key methodological characteristics of research-based training, which have been put into basis of analysis of educational programs for the purpose of determining the application of tasks that contribute to the development of research skills of students. The study used a method of focus group. Its purpose was to obtain the necessary information from the participants to describe the methodological basis and justification of methods, forms, indicators, etc. of research-based training system among people who are competent, have experience in this field. After that, the method of "theoretical sampling" was used, which enabled to formulate generalized characteristics according to the results of focus groups. The practical value of the study is determination of the methodological characteristics of research-based training which is the basis for the application of tasks by university teachers that promote the development of research competence of students. The research is one of the first attempts to determine the methodological characteristics of research-based training in Ukraine.

For college students, speaking skills are a priceless commodity that can solve a wide range of social, professional, and academic problems. Proficiency in oral communication allows students to express themselves coherently and convincingly in academic and workplace contexts, which improves their involvement in group projects, presentations, and class debates. This paper determines to collect literature to prove that speaking skills can be a panacea for college students in the classroom and the workplace. Having speaking skills is, in fact, a college student's greatest asset, providing a plethora of advantages that go beyond scholastic achievement to encompass personal and professional growth. These abilities should be prioritized in colleges and institutions, with thorough curricula incorporating technological integration, practice opportunities, and public speaking courses. More investigation is required to look into creative approaches to improving speaking abilities and helping students get past obstacles. In essence, emerging strong speaking skills prepare college students with a multipurpose device that improves various aspects of their lives, making it a true panacea.

The importance of cognitive health for academic success is well-recognized. However, longitudinal data regarding the associations of body fatness, physical fitness and cognition are relatively scarce and mixed. The purpose of this study was to investigate whether body fatness, cardiorespiratory fitness (CRF) and muscular fitness (MF) in preschool are associated with cognitive skills in first grade at school. 133 South Estonian children aged 6-7 years were recruited from 13 kindergartens and again at 7-8 years when they had entered school. Body fat percentage (BF%), CRF, MF as the mean of z-scores of relative handgrip strength and standing long jump tests, and cognitive skills (verbal, conceptual, perceptual) were studied. There were no associations between BF% and CRF in pre-school with perceptual, conceptual or verbal skills in school in boys and girls. In boys, higher MF in preschool predicted higher verbal skills (β = 0.293, p = 0.021) in school after adjustment for con-founders. Cognitive skills at baseline seemed predominantly predict later cognitive performance in school. In conclusion, higher muscular fitness in preschool predicted better verbal skills in first grade at school in boys but not in girls. Body fatness and cardiorespiratory fitness in preschool were not associated with cognitive skills in school.

(1) Background: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD) are neurodevelopmental disorders that affect various areas of chil-dren’s development, such as language. There is an emerging idea that ADHD is characterised by the presence of language difficulties, which could be explained by the high comorbidity between ADHD and DLD. The purpose of this study is to analyse the empirical evidence of language com-petence in children aged 6–17 years old, diagnosed with ADHD and/or DLD. (2) Method: Fifteen studies with experimental designs were identified from Scopus, PsycINFO and WoS databases, reporting on language skills in children diagnosed with ADHD and/or DLD. Studies relating ex-ecutive functioning to language skills in this target population were also included. (3) Results: The literature is heterogeneous and different components of language are also examined. Even though the results are contradictory they convincingly demonstrate that there are overlapping symptoms between ADHD and DLD, such as language skills and executive functions. (4) Conclusions: the differences in the samples limit the generalisability of the results. Therefore, this review highlights the importance of considering language skills when designing individualised interventions for the population with ADHD and DLD, both in comorbidity and in isolation.

Embracing innovative digital technologies within educational systems is essential for overcoming challenges in modern learning environments, especially in the post-COVID-19 era. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st -century skills as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China's Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

Objective: To investigate fundamental movement skills (FMS) and physical activity differences among Hispanic and non-Hispanic White elementary school children. Materials and Methods: This study included 194 children aged between 4 and 11 in kindergarten, 2nd, and 5th grades. For evaluable participants, t-tests were used to test potential differences in fitness or movement skills. The characteristics of Hispanic and non-Hispanic White were compared using the p-value to detect statistical differences in anthropometric, FMS, and fitness characteristics. To identify any noticeable differences, the means and standard deviations of each group were compared. Results: There were significant group differences across the participants in age, height, Body Mass Index (BMI), BMI percentile, arm circumference, and waist circumference. In addition, there were significant differences between Hispanic and Non-Hispanic White in catch, run, dodge, punt, and two-hand strike (all p’s <0.05). Lastly, there were significant differences between Hispanic and Non-Hispanic White in pull-up, push-up, and sit-up (all p’s <0.05). Conclusion: Future studies should focus on decreasing obesity, increasing fitness, and FMS in elementary school children. Particularly, with Hispanic children whose FMS is negatively affected at such a young age, leading to eventual implications for their physical fitness and health in the future.

In the age of artificial intelligence (AI) and automation, understanding the factors that contribute to successful upskilling and reskilling is crucial for workforce adaptability. Research on AI and automation has shown that they affect the workforce, but there is still a gap in understanding what factors contribute to successful upskilling and reskilling initiatives, especially from an organizational perspective. This study employs fuzzy-set qualitative comparative analysis (fsQCA) to analyze these factors and identify effective combinations for promoting upskilling and reskilling. By examining complex causal relationships and incorporating case studies, this article aims to enhance the understanding of upskilling initiatives in the AI and automation era. The findings provide insights into key factors driving successful upskilling and reskilling and offer implications for organizations seeking to improve their initiatives, ultimately promoting workforce adaptability and competitiveness.

Three-point shooting plays an important role in determining the outcome of the basketball games, and could be relevant for player selection. However, there has been little research into the relationship between basketball players' physical capacities, metabolic capacities and three-point shooting accuracy, particularly among female players. The aim of this study was to examine the relationship between physical capacities, metabolic capacities and dynamic three-point shooting accuracy in female professional basketball players. Twelve female professional basketball players from the Women’s Chinese Basketball Association (WCBA) league (age: 19.04±1.31 years, height: 181.33±4.90cm, playing experience: 7.83±1.7 years) were recruited for this study. Pearson correlations and multiple linear regression analysis were run to assess the relationship between physical capacities, metabolic capacities and dynamic three-point shooting. Results showed that coordination, balance, core strength and relative average power were positively correlated with the three-point shooting accuracy (r>0.58, P<0.05), while no other variables showed significant correlations. The current study suggests that coaching staff should consider coordination, balance, core strength and anaerobic capacities when selecting players as well as in their training periodization if three-point shooting accuracy is considered relevant.

This qualitative study explores the implementation and conformation process of digital devices in teaching and learning before, during, and after the COVID-19 pandemic in Nepal. Using Rogers' Diffusion of Innovation Theory as a framework, the study examines the adoption and adaptation of digital devices by in-service secondary mathematics teachers (n=62) and their perceptions and preferences towards instructional modality. The findings suggest that despite the increased reliance on digital devices during the pandemic, there is a less likelihood of using them in face-to-face classrooms in developing countries like Nepal. The adoption of online learning has not yet reached the confirmation stage, even after the onset of the COVID-19 pandemic. Prior to the pandemic, online learning was not widely implemented or confirmed by teachers in developing countries societies. The study also provides important insights into the challenges and opportunities of using digital devices in post-COVID-19 classrooms, and its implications for policymakers and educators in Nepal.

Bullying makes learning difficult for nursing students, and using real-life scenarios during training can improve the understanding of workplace bullying. Thus, to mitigate bullying experienced by nurses, this study developed and evaluated a cognitive rehearsal education program that constituted of training nursing students through role-play simulations. A mixed-method research design was used to evaluate 39 nursing students from two universities. A quasi-experimental research design was applied to assess symptoms, knowledge, and perceptions of bullying, and a focus group interview was conducted with six participants. Quantitative analyses revealed that the program improved participants’ knowledge and perceptions, but not their symptoms. The focus group interview revealed that the program improved participants’ coping skills and desire for education. This program could be effective in raising awareness of workplace bullying and increasing relevant coping skills. It can be further developed as part of an overall strategy to manage workplace bullying and its consequences in hospital settings.

Implementing the methodology of clinical simulation in the nursing degree course is a necessity in the European framework of higher education to acquire competences. The objectives of this research were to evaluate the strategies and techniques used during the simulations, identify the contents learned, and determine which of them are transferred to the nursing practice. We performed an observational, descriptive, and cross-sectional study from the nursing students’ perspective during the 2020-21-year course. On the one hand, our results show that the DASH scale helped us to obtain an internal validity of the simulations obtaining a mean score of 6.61 out of 7. On the other hand, the Ad Hoc scale, based on the competences were acquired in the simulations were transferred to the care practices. In conclusion, it is possible to improve care practices by integrating knowledge through clinical simulations.

This is a paper of Political Economy and Economic Policies into the European Green Deal framework to improve the Recovery Plan post-COVID-19. This paper is focused on the green jobs opportunity for Europe, especially for Spain. It is offered a systematization of concepts and calculations in the issue (attending the international institutions and forums proposals) to harmonize the recovery plans, to apply them beyond the energy sector and to align public and private sector, as well other key stakeholders in achieving this goal. The obtained outcome gives the creation of around 350.000 new green jobs and the necessity of a new workforce reskilled. This result makes necessary to coordinate sectoral plans by the policymakers in which all the involved entities might express their needs and views on the best education approach to renewables sector and green jobs.

The objective of this paper is to analyze students’ assessments of the attainment of skills acquired by university graduates enrolled in a Training Programme (TP) to develop entrepreneurial skills and transversal employability competencies. Both of which are vital for the success of today's societies and play an important role in the sustainable development agenda. The TP was a twelve-week programme with six modules combining entrepreneurship training and traditional teaching methods. There were nine editions and 148 students worked in teams preparing business plans to present to consultants and potential investors. The Focal Group method was used to identify competencies and a survey was designed to identify the level to which skills were attained. The results suggest that the students attained both types of skills, acquiring a higher level of proficiency in entrepreneurial skills and those transversal competencies most connected to entrepreneurship. Additionally, different levels of attainment of entrepreneurial skills were found in different groups. We provide new evidence that TPs, as compulsory subjects in the core curriculum of degree programmes, will help accomplish both objectives: the acquisition of entrepreneurial skills and generic university educational competencies. The overall outcome of this research highlights the value added by the TPs.

Background and Objectives: Non-cognitive skills (NCS) are vital components of a socially and financially successful life. They are developed through childhood education, family and school environments, and social settings. The aim of this study was to examine the associations between NCS and the parent–child relationship, mental health, and lifestyle at school and at home for adolescents. Materials and Methods: An internet-based survey was conducted with 1,566 mothers and their children (aged 14) in Japan. Survey items for the children included background (i.e., sociodemographic items, school achievements, and lifestyle), NCS (i.e., grit and self-control scales), and mental health, while their mothers provided social, financial, and educational information, and information on parent–child relationships, including descriptions of the fathers and the father–child relationship. Results: Parent–child relationships were mostly good (i.e., 90.9% for mothers and 75.6% for fathers), with bad relationships being less common (1.6% for mothers and 6.7% for fathers). Adolescent lifestyle parameters and mental health were significantly associated with grit and self-control. Adolescents with good parent–child relationships had significantly higher NCS scores regardless of the gender of the parent. Higher NCS scores were significantly associated with better parent–child relationships, more favorable lifestyles, and better mental health among adolescents. Conclusions: These findings imply that good parent–child relationships may aid in the development of adolescents’ NCS, thereby facilitating positive lifestyles at school and home.

Organised hiking and trekking tours are promoted by many providers in adventure travel. Such guided tours shall be engaging for the tourists and evoke positive attitudes towards enjoying nature. We present the Trekking Engagement Profile as a tool to evaluate engagement factors of such guided tours, based on engagement research performed in a different domain, namely evaluating engagement in museums and science centres. This tool shall strengthen guides’ soft skills and enable them to increase engagement during an ongoing arrangement. For instance, the Trekking Engagement Profile can be applied when tourists indicate that the quality of a guided tour is not entirely to their liking. We show the viability of using the Trekking Engagement Profile in a small study with guides and participants of trekking tours offered by the Norwegian Trekking Association. Further, we offer guidance and charts to promote its practical use.

This article examines empirically the research on digital strategy, addressing its temporal evolution, sources of scientific production, countries and organizations generating knowledge, and the topics investigated. It highlights key authors and journals from 1991 to 2023, contributing to Sustainable Development Goal (SDG) 9. Methodologically, traditional bibliometric laws and computational tools (VOSviewer software) were applied for data processing. The results show an exponential increase in publications from 2005 to 2022 with a critical mass in digital strategy studies, concentrated in 11 journals and 83 authors with 2 or more publications. The main organizations leading scientific production in this field are in the USA. Finally, the primary Web of Science categories for the leading journals are Business, Management, and Psychology. The research examines the use and adoption of digital strategies in marketing, the impact of digital transformation on business models, and the challenges it poses for human resources. In addition, the challenges arising from the impact of COVID-19, the rise of artificial intelligence, and the integration of digital strategies in public administration should continue to be addressed. Finally, industrial digital transformation and the challenges of Big Data in higher education have less connection with other key concepts analyzed.

In this follow-up study, we aimed to assess the effectiveness of the “I do not smoke, I exercise”, anti-smoking preventive health education program. The program was based on the Theory of Planned Behavior supplemented with life-skills teaching and targeted at high school students. The intervention comprised ten one-hour online sessions, administered by physical education instructors. The study cohort comprised 222 students (109 boys, 113 girls) from 11 secondary schools, with an average age of 16.42 ± 1.36 years. Data collection involved pre- and post-intervention self-assessment questionnaires. The examined variables included attitudes towards smoking, intention to smoke, subjective norm, perceived behavioral control (PBC), knowledge about smoking, smoking behavior, exercise behavior, attitudes toward the program's implementation, and satisfaction with the program. Separate paired samples t-test revealed a significant improvement in students' knowledge about smoking, perceived behavioral control, and overall program satisfaction following the intervention. However, no significant changes were observed in the remaining variables. These findings suggest that the health education smoking prevention intervention incorporates techniques and strategies that influence the Perceived Behavioral Control variable, emphasizing students' strong interest in educationally theorized programs integrating technology into their design. Future studies should consider further examination of tobacco control strategies within the high school context.

An out-of-hospital cardiac arrest (OHCA) is one of the leading causes of death in the world. The survival rate can be influenced by the Chain of Survival. The school is the institution that has the opportunity to promote the education of citizens in Basic Life Support (BLS), increasing the number of trained bystanders. This study aimed to identify the theoretical and practical knowledge and self-reported skills in BLS, in order to characterise the motivation to intervene in an emergency situation. A quantitative, descriptive, cross-sectional, and analytical study of the survey type was developed with a sample of 1215 students enrolled in 10th grade of secondary education in 2019-2020 in Portugal. The results point to a fragile appropriation of theoretical and practical knowledge in the field of BLS. Self-declared competences tend to rank below the theoretical knowledge manifested. Motivation to intervene is high: students are sensitive to the topic, willing to learn and highlight the importance and social relevance of the topic. We conclude that students do not feel nor are able to intervene in an OHCA episode. It seems necessary to develop didactic proposals that align the teaching of BLS with the Essential Learning at the end of compulsory education in Portugal.

Part 1 of this 2-paper series identified a wide and deep network of context, generative mechanisms and outcomes responsible for psychosocial development in a performance basketball club. In this – part 2 – study, the stakeholder’s programme theories were tested during a full-season ethnography of the same club. The findings confirm the highly individualised nature of each young person’s journey. Methodologically, immersion in the day-to-day environment generated a fine-grain analysis of the processes involved, including: i) sustained attentional focus; ii) structured and unstructured skill building activities; iii) deliberate and incidental support; and iv) feelings indicating personal growth. Personal development in and through sport is thus shown to be conditional, multi-faceted, time-sensitive and idiosyncratic. The findings of this two-part study are considered to propose a model of psychosocial development in and through sport. This heuristic tool is presented to support sport psychologists, coaches, club administrators and parents to deliberately create and optimise developmental environments.

Organizational skills are a set of cognitive abilities responsible for goal-directed behaviors. While they are moderately studied in clinical settings, the assessment of organizational skills in the general population remains under-studied. This paper presents the new Durand Organizational Skills Questionnaire (DOSQ), which was developed to examine the factors associated with organizational abilities in the general population. Exploratory factor analysis, validated by a confirmatory factor analysis, suggests eight factors: Work Organization, Communication Clarity, Punctuality, Goal-Oriented Behavior, Assiduity, Workspace Organization, Strategies, and Attentiveness. Three studies using samples from the general population provided evidence for the reliability and validity of the DOSQ’s scores. Overall, the results suggest that the DOSQ offers a valid approach to measuring organizational skills in the general population.

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. In October 2023, FMSs (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and HRF (muscular strength, cardiorespiratory endurance, and flexibility) were evaluated among 291 first and second graders. The collected data were analyzed through frequency and multiple regression analyses performed using the SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders.

The higher education sector in Africa has experienced remarkable growth over the past decades, enrolling and graduating millions of students annually. Despite this progress, high unemployment rates among graduates and pervasive underdevelopment have raised questions about the relevance of higher education in Africa. Critics have intensely scrutinized the quality of curricula, highlighting a significant mismatch between the skills offered and the demands of the job market. This disconnect is often due to curricula that are unresponsive to both job requirements and students' needs. Enhanced pedagogical approaches are essential to address this issue. Community engagement and service learning (CE&SL) offer promising solutions by bridging the gap between theoretical knowledge and practical application. Recognizing the potential benefits, higher education institutions across the continent are gradually integrating CE and SL into their teaching and research frameworks. However, the adoption of these approaches has been slow. This paper explores the opportunities and challenges hindering the effective and widespread implementation of CE and SL in African higher education institutions and proposes practical strategies to overcome these obstacles. By embracing these innovative approaches, African universities can better prepare graduates for the dynamic job market and contribute more effectively to the continent's development.

Sustainable development and education in sustainable development (ESD) are crucial and interconnected topics under wide discussion today. Young adults need to be educated in how to help bring about change. Thus, the dynamic relationship between school and home is important. In education, use could be made of English language classes, especially since English is a global language that enables access to the sustainability literature and facilitates discussion in global conferences and meetings. Consequently, English as a foreign language (EFL) students could gain confidence from being able to understand and use the terminology of, for example, sustainability. In this paper, the use of competence-based language teaching (CBLT) is proposed as a means of introducing sustainability topics into EFL writing classes at a university in Saudi Arabia. Students’ competence in sustainable development is therefore considered based on their ability to write about suggested sustainable development topics, measured on a scale for five dimensions of ESD proposed by Michelsen and Fischer (2017). The results demonstrate that the students possessed competence in sustainable development and intended to participate in its implementation. Thus, recommendations are made for the stakeholders in the education sector to include sustainable development topics as an initial offering in the curricula of various specialties using the CBLT approach.

This research investigates the alignment of soft power and institutional skills in Montenegro's journey towards accession to the European Union (EU), with a particular focus on the environmental sector. An online survey targeting individuals employed in state institutions directly engaged in negotiation processes, notably the Ministry of Sustainable Development and Tourism and the Agency for Nature and Environmental Protection, was conducted. The research conducted an online survey, distributed before and after the summer recess to accommodate the transition of power following parliamentary elections, aimed at assessing the effectiveness of current personnel and identifying areas for improvement in staffing and negotiation strategies within Montenegro's environmental sector. Employing diverse methodologies, the survey's analysis delved into the demographic, social, and professional backgrounds of respondents. It explored their roles within institutions, involvement in environmental negotiations, and possession of relevant skills and expertise. Furthermore, respondents' knowledge of environmental issues, legislation, and challenges facing the country was assessed to gauge institutional capacity for environmental governance. Demographic data, including gender, age, education and regional origin, were collected to understand gender-specific attitudes and regional disparities in environmental perspectives. The sample of 84 individuals, comprising executives and employees from both institutions, provided insights into the age structure and regional diversity of personnel involved in negotiation tasks for Chapter 27. The selection of the Ministry of Sustainable Development and Tourism and the Agency for Nature and Environmental Protection reflects their pivotal roles in shaping Montenegro's environmental policies and addressing climate change challenges. This study aims to illuminate the dynamics of environmental governance within Montenegro's state administration, contributing to the country's path towards EU accession. The research findings highlight the critical need for Montenegro to prioritize strategic initiatives in personnel management, skill development, and institutional capacity-building within its environmental sector. The implications of this research extend beyond academia to inform policymaking and societal action, emphasizing the urgency for Montenegro to bolster its environmental sector capabilities, fostering both EU alignment and sustainable governance practices for the benefit of present and future generations.

This study aimed to evaluate the effects of Blazepod technology when incorporated with various training regimens on the essential elements of physical fitness in volleyball, such as agility, speed, visual response time, and vertical leap. Thirty-six participants (age :17.33±0.48 y, height: 183.78±6.34 cm, weight: 77.14±5.16 kg) were in-volved in this study. In randomized design, three equal groups with two experimental groups and one control group were involved in the study over a period of six weeks: (GE1) used Blazepod technology to workout at a low level; (GE2) used Blazepod technology to workout at a higher intensity; (CG) did not employ Blazepod technology, but it adhered to the same fundamental training curriculum. We conducted agility, speed, reaction time, and vertical jump tests before, midway and after the study to determine optimal training volume, intensity, and frequency. A significant main effect of time (P0.01), and time×group interaction (P>0.001) were found for all tests. Post hoc test showed that the two experimental groups gadget significantly improved in all performance variables (P

Purpose: This study investigates the implementation and impact of maker culture—viewed as a tool for developing green digital skills—in higher education institutions in Hong Kong. Maker culture, a collaborative educational approach, embraces students’ capacity for self-paced, autonomous learning and applies this knowledge to creative problem-solving and innovation, key aspects of sustainability education. Methods: An empirical study was conducted, focusing on the experiences of teachers in the higher education sector in Hong Kong. Eight individuals were interviewed to gain insights into their perceptions and experiences with maker education within sustainability contexts. The sample was limited to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. Results: The findings provide valuable insights into the benefits and challenges of integrating maker education into traditional educational systems to foster green digital skills. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Conclusion: Maker education, as a tool for developing green digital skills, offers a promising alternative to traditional performance-based studies. It has the potential to lead to a future of education that is creative, innovative, and student-directed, fostering sustainability competences. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes, advancing sustainability education.

Aging involves several changes depending on genetic and behavioural factors, such as lifestyle and number and quality of social relationships, which in turn can be influenced by empathy. Here, the change in the perceived social support across the life span as a function of empathy was investigated, considering the mediating role of the empathy, after controlling for gender and education. 441 people (18-91 years old) filled in the Italian short version of the Interpersonal Support Evaluation List (ISEL-12) and the Social Support Questionnaire (SSQ6) as well as the Empathy Questionnaire (EQ) and the Reading the Mind in the Eyes test (RMET). The mediation analyses with ISEL-12 showed that age and the EQ fully mediated the relationship between age and Appraisal, Belonging and Tangible scores. Further, the EQ fully mediated only the relationship between age and SSQ6-People. These results showed that empathic skills play a key role in the relationships between age and social support. This suggests: empathy can trigger social support and ultimately well-being if stimulated across the lifespan, especially since young age; this would help to form the socio-emotional competence across the years, as a sort of cushion that can be useful in the elderly to fulfil active aging.

This qualitative study unveils the intricate interplay between blended learning, language and literature learning, internationalization, and the development of 21st century skills within the realm of higher education. Set against the backdrop of the environment of St. Michael's College in Iligan City, this exploration seeks to unravel the profound significance and transformative implications of these educational dimensions. By delving into the rich perspectives and experiences of 30 college students, this study addresses critical gaps in the literature and sheds light on the potential of these integrated elements. Guided by a robust theoretical framework that amalgamates renowned scholars' insights on blended learning, language acquisition, internationalization, and 21st century skills, the study employs a qualitative research design, employing interviews, observations, and document analysis. The findings illuminate the dynamic nature of blended learning, empowering students with enhanced engagement, flexibility, and accessibility in language and literature education. The incorporation of diverse literary texts and cultural perspectives fosters intercultural competence and global awareness. Moreover, the study underscores the cultivation of critical 21st century skills through immersive learning experiences. Drawing upon the insights gained, the study provides practical recommendations for educators and curriculum designers to harness the potential of blended learning, foster diversity in literary texts, and facilitate the application of 21st century skills. Recognizing the inherent limitations, including the specific context of St. Michael's College and the modest sample size, this study encourages future research to explore broader contexts and diverse participant cohorts. Overall, this illuminating study contributes to the scholarly discourse on integrating blended learning, language and literature learning, internationalization, and 21st century skills in college education. It beckons educators and policymakers to embark on a transformative journey, nurturing an enlightened future where students are equipped with the competencies to navigate the complexities of the 21st century.

The aim of this study was to determine gender differences in the level of motor skills and effects of a multi-year exercise program on the level of motor skills in 161 preschool children (5-6 yo). Patricipants were deployed into one control and three experimental groups. Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). To determine difference in scores for each BOT-2 tests between control and experimental groups, one-way ANOVA was used for girls and boys separately while two-way ANOVA was employed to determine difference between the gender in the overall BOT-2 score. The results indicates that one-year multilateral exercise program has a positive effect on the level of motor skills in preschool children. Interestingly, additional years of participation in exercise program yielded in maintenance of acquired motor skills level. Also, exercise program affected more girls than preschool boys considering both individual and composite BOT-2 scores. According to the findings of this study, presented exercise program could have potential benefits on multilateral development of the motor skills in preschool children which could facilitate balance of locomotor and manipulative skills. Therefore, integration of multilateral program intended for preschool children could be considered for implementation within the kindergarten curriculum.

Currently the integration of Kazakhstan into the world community requires the training of highly qualified specialists fluently speaking and having a good command of foreign language. The study is devoted to the problem of development of foreign language professional skills of students of non-linguistic specialty. The aim of the research is to identify the efficiency of integrated approach use for shaping foreign language communicative skills of non-linguistic specialty students. The methodological basis of the research was communicative approach to foreign language teaching. In the framework of the research scientific and theoretical literary sources on the problem of the development of foreign language professional skills of non-linguistic specialty students were studied and summarized; the analysis of the empirical material obtained in the questioning and testing of students. To determine the level of formation of foreign language professional competence of international relations specialty students we have developed the following components: linguistic, cognitive, pragmatic. In the course of the experimental study, the authors revealed that the use of problem-based methods such as discussion, project and case technologies, debates in the framework of integrated approach to professional foreign language teaching promote students’ motivation increase and contribute to the improvement of their foreign language professional skills. The results of the study can be used in application of CLIL technology for the formation of foreign language professional competence of non-linguistic specialty students at the university.

For most professionals to be successful in the current job market, they need some entrepreneurial skills (ES). This study aimed to describe and systematize these skills, considering the current globalization and digital transformation phenomena. The documental analysis and the critical reflection on the collected data allowed us to identify the socio-economic and socio-cultural reasons for the relevance of this problem. Consequently, to elaborate a frame of reference that is intended to be adequate to the needs of the professionals of the current global and digital era. The results pointed to a tripartite ES model - to be open to novelty, to create solutions to emerging problems, and to communicate effectively - which integrates the following skills: creativity and innovation, the spirit of initiative, self-efficacy and resilience, strategic planning, and evaluation, resolution of problems and decision-making, transformational leadership, clear and visual communication, teamwork and networking, and digital communication. In the continuation of this study, an ES scale will be created and validated according to this model, which will make it possible to measure the degree of development of these competencies.

The aim of this paper is to analyze the real impact of ICT skill mismatch on SME’s sustainable competitiveness in presence of minimum wage guaranteed. As part of public policies – the minimum wage need to maintain a balance between increasing employment and not being a burden for the companies, leading them to bankruptcies, especially in times of disruptive change in which economy have to be more resilient. The rapid progress in information and communication technologies has dramatically redefined the rising unemployment as a result of skills mismatch. This paper aims to understand, on one side if, there is a match between the supply demand of ICT skills and how increasingly powerful digital technologies affect skills, jobs, and the demand for human labour. On the other, if increasing productivity and a fair minimum wage could be an integrated approach in stimulating SME’s in increasing sustainable competitiveness.

Traditional educational approaches have been more concerned with the transmission of knowledge and skills than with the introduction of values and attitudes, or, in other words, with the holistic upbringing of learners “competent for life”. However, already by the end of the XX century it became clear that education should have a more relevant role in fostering achievement of individuals’ personal aims and also social and economic welfare. All this created the breeding ground for the emergence of the concept of “competence”. However, for the time being, there is not a unique, distinct definition of “competence”, which makes it scarcely operative and hinders application in educational planning. In this context, competence is being used non-uniformly, and often as a mere declaration of intent, and this is creating ambiguity regarding the design of competence based teaching. Taking into account all the above, we are proposing the development of a practical evaluation scheme, based on specific indicators (tags), which allows analysing the contribution of specific didactic resources to the development of the scientific competence. We define our framework for the definition of scientific competence, define its relevant dimensions and set the criteria and intended steps for the development of the system of indicators.

Nowadays, transactions carried out with digital currencies are increasing. Modern societies are asked to respond to growing challenges related to the management of digital currencies in their daily lives. However, due to the lack of digital skills of users, the management of digital currencies hides risks. To the best of our knowledge, the originality of the current research lies in the act of combining the concept of digital skills with the use of digital currencies. After all, the use of digital currencies is constantly increasing, which means that citizens should familiarize themselves with their use, an element that makes this study valuable for digital societies. Digital skills effectively contribute to the development of digital societies because they increase the employment of citizens, facilitate access to information, and contribute to the social inclusion of individuals through digital communication, while also increasing efficiency and productivity in the workplace. Also, the government and banking institutions can more effectively sensitize citizens to digital skills for more effective use of digital currencies. In this way, tax payments will be facilitated, the use of e-wallets will be safer, and e-governance will be greatly promoted, while the quality of banking services will be improved. The methodology of this study was based on the Digital Competence Framework for Modern Societies (DigComp) and was applied through a questionnaire completed by 443 respondents. The main objective was to evaluate their digital skills from the perspective of digital currency use. The analysis of the responses was carried out by using Structural Equation Modeling (SEM). The most important result from this research reveals that users of digital currencies are significantly capable of developing communication to solve everyday problems. At the same time, users of digital currencies mostly detect digital threats and effectively manage fake news without being affected by them. However, users of digital currencies consider that security issues are important, but only for transactions and not for their supporting functions. The study concludes with suggestions for improving the experience of digital currency users through individual actions, thus having a positive impact on the state and banking institutions.

Industry 5.0 philosophy recognizes the effectiveness and productivity of the industry sector to add value to society and place workers' comfort as it focal aim . The difference between Industry 5.0 and its predecessors, and unlike Industry 4.0, industry 5.0 thematic principles rely on a tripod of sustainable, human-centric and resilient, these thematic principles underlined the industry 5.0 vision of social value, improving work-safety , application of technology to produce wealth beyond jobs, research and innovation , and strengthen of industrial resilience and competitiveness. But recently, there is a general belief that a perfect storm is brewing for the future of work, brought about by ever-more concerning trends of displacement and low skill levels of workers competencies to handle the new technologies of industry 5.0 in emerging economies. This paper therefore, will discuss the desired twenty-first-century competencies that are needed in the workforce for Industry 5.0, two research questions guided the study to identify these twenty-first-century competencies, and how these competencies can be cultivated and inculcated in the education curriculum and policies of emerging economies and the potential of the adaptation of Industry 5.0 on these emerging economies. the study concluded that emerging economies must possess the ability to create policies that will advance social stability, resource preservation, and climate objectives, which will enable more productive production processes with lower waste and energy usage.

The aim of this study is to determine the importance and effectiveness of different interventions aimed at improving social skills in people with autism spectrum disorder (ASD) through theatrical techniques. It aims to establish a direct relationship between the interventions and the benefits for socioemotional reciprocity, nonverbal communication behaviors used for social interactions and the development, establishment and understanding of interpersonal relationships. For this purpose, a systematic review of the literature published from 2011 to 2021 in the ERIC, Web of Science, EuropePMC, PubPsych, Índices-Csic, Redalyc, Roderic, Scopus, PubMed, Scielo and Dialnet databases was carried out, and a total of 29 articles were reviewed. The results indicate that theater creates a safe environment in which people with ASD can engage with their own emotions and those of others, thereby offering a therapeutic setting in which to promote communication, motor development and social coexistence. The implications and limitations of the study are discussed.

The transition from undergraduate dental student to the actual practicing dentist is a crucial phase and ensuring the preparedness of graduates for the complexity and demands of contempo-rary dental practice is a challenging task. This study aimed to evaluate the self-perceived prepar-edness of undergraduate dental students and house officers in the dental colleges of Pakistan. Cross-sectional national study was planned to collect the information from dental students and new graduates in Pakistan. The pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS) was used. Purposive sampling technique was utilized to recruit house officers and undergraduate dental students from 27 dental schools in Pakistan. The data analysis was car-ried out using the R statistical environment for Windows (R Core Team, 2015). The total of 862 responses with 642 females and 219 males were analyzed in the study. Overall, clinical skills score was 30.56+9.08 and score for soft skills was 30.54+10.6. The mean age of the participants was 23.42+1.28. Deficiencies were reported in various soft skills and clinical skills attributes.The results highlighted the strengths and weaknesses of dental students and new graduates in Pakistani den-tal institutions. The findings may be used to further develop and strengthen teaching and training of dental students in Pakistan.

Sport has the potential to support psychosocial development in young people. However, extant studies have tended to evaluate purpose-built interventions, leaving regular organised sport relatively overlooked. Moreover, previous work has tended to concentrated on a narrow range of outcomes. To address these gaps, we conducted a season-long ethnography of a youth performance sport club based on a novel Realist Evaluation approach [1]. We construed the club as a social intervention within a complex system of agents and structures. In this - Part 1 - account we detail the perceptions of former and current club parents, players and coaches, using them to build a set of programme theories. The resulting network of outcomes (i.e. self, emotional, social, moral and cognitive) and generative mechanisms (i.e., the attention factory, the greenhouse for growth, the personal boost, and the real-life simulator) spanning across multiple contextual layers provides a nuanced understanding of stakeholders’ views and experiences. This textured perspective of the multi-faceted process of development provides new insights for administrators, coaches and parents to maximise the developmental properties of youth sport, and signposts new avenues for research in this area.

The aim of study was to assess empirical model of factors determining the attitude towards learning communicative competences among nurses participating in the program of speciality training courses. A research by method a cross-sectional study. A representative group of the 1,010 Polish registered nurses that took part in the postgraduate education course answered self-report survey (three instruments: NEO-PI-R questionnaire, Communication Skills Attitude Scale (CSAS) and Empathy Understanding Questionnaire of other people (KRE II)) between beginning of March to the end of May 2018, which was evaluated using path analysis. The research results conducted confirmed the soundness of the created theoretical model (χ2 = 0.278, P = 0.598, RMSEA &lt;0.05). It was proved that learning communicative competences in nurses is determined with factors such as professional experience, emphatic tendencies and the intensity of agreeableness, whereby these factors are bound with each other creating a homogeneous network. The developed model demonstrated that the skills can be shaped most effectively on an individual attitude based on positive mentoring in work environment..

Human factors are the most relevant issues contributing to adverse events in obstetrics. Specific training of Crisis Resource Management (CRM) skills (i.e., problem solving and team management, resource allocation, awareness of environment, and dynamic decision-making) are now widespread and are often based on High Fidelity Simulation. In order to be used as a guideline in simulated scenarios, they need to be translated into specific and observable behavioral markers. To this purpose, we developed a set of observable behaviors related to the main elements of CRM in the delivery room. The observational tool was then adopted in a two-days seminar on obstetric hemorrhage where teams working in obstetric wards of six Italian hospitals took part to simulations. The tool was used as guide for the Io and as a peer-to-peer feedback. It was then rated for its usefulness in facilitating the reflection upon one’s own behavior, its ease of use, and its usefulness for the peer-to-peer feedback. The ratings were highly positive, around 4 in a 5-point scale. The CRM observational tool is therefore a useful, quick and easy solution to facilitate the debriefing, the peer-to-peer feedback and, most of all, the transfer of safe behavior from simulation to everyday practice.

This study investigated whether reciprocal collaborative pedagogy significantly impacts Indonesian electrical engineering polytechnic students in reducing reading anxiety and improving self-efficacy in ESP reading comprehension skills. Fifty Polytechnic students were equally assigned to two groups. Control groups learned in the traditional reciprocal teaching method individually. Experimental group engaged in reciprocal collaborative pedagogy. Each group received a 6-week reading strategy training. E-learning platforms were used in this study as a complementary tool to distribute ESP reading materials, announcements, and the experiment details being taught. The quantitative and qualitative results demonstrated that the tasks in reciprocal collaborative pedagogy positively affects Indonesian electrical engineering polytechnic students' learning experience and outcomes. This pedagogy promotes a productive learning environment through peer interaction, active engagement, and peer group discussions of the whole learning activities, reducing feelings of anxiety and building confidence in ESP-specialized text.

Background: Measuring vital signs has always been a central task for Critical Care Nurse´s (CCNs) and Registered Nurse Anesthetist`s (RNAs) providing care in the post-anesthesia care unit (PACU) and a prerequisite for their decision-making. Properly measuring and understanding pediatric vital signs is a challenge in younger pediatric patients up to 36 months old. Purpose: gain a greater understanding of CCNs' and RNAs' perceptions of decision-making regarding the level of vital sign monitoring children require in the PACU. Method: A qualitative study design involving the critical-incident technique was used. Interviews were carried out with a purposeful sample of CCNs and RNAs (n=17) from two different hospitals. Findings: According to the nurses' experience, grounds for decisions concerning children’s need of vital-sign monitoring were both adequate and inadequate. They used actions to adjust the monitoring of vital signs to optimise conditions for assessment and the prospects of a safe recovery for the child. Conclusions: Evidence-based care and safety are compromised when the technology has limitations and is not adapted for children. Its use means that experience and clinical assessment are relied on to a greater extent. This not only makes experience important for reliable assessment, but also means that greater risks are accepted.

In addition to the subject-matter theoretical knowledge acquired during undergraduate and especially postgraduate studies future young scientists must also acquire the accompanying academic skills. This skillset will enable them to plan and conduct research in accordance with the scientific method, but also to present the results of that research in suitable forms. No result and no new knowledge derived from research is valuable in itself, as long as it is not presented to the scientific community and society as a whole. This dissemination is most often done through the peer-reviewed publishing in scientific journals. Hence acquiring the skill of writing scientific publications must be an integral part of education, eg. part of the acquired academic skills. However, currently that is not the case in all scientific environments and a significant number of (young) scientists and researchers do not possess all the necessary knowledge and skills to write academic articles, especially when it comes to the standard form and technical preparations. This skill-gap often results in a significant number of submitted papers to be rejected or sent back for resubmission even before they reach the Editor's desk. In an effort to provide an academic-writing-skill resource for young academics in the field, this article, points out the general principles of a well-written and prepared paper, indicates the most common errors and omissions, and suggests ways to prevent them. In addition, the article is considering the current state of academic skills in, primarily, less developed scientific environments. and the causes of such a state.

This study aimed to explore the experiences of teachers in the recovery of educational skills. Specifically, ten teachers of Andap National High School are selected for the in-depth interview. This study employed a qualitative-phenomenological research design of which in-depth interview (IDI) was used in gathering the data. The study utilized phenomenological approach to study a particular phenomenon concerning the post-pandemic experiences of teachers in the implementation of the face-to-face classes. After gathering sufficient amount of data through the conduct of in-depth interviews, thematic analysis was used to analyse further the results and to check the disparities and similarities of all responses gathered. This was the time wherein responses were categorized and organized into themes. The findings of the study revealed that the challenges encountered of educational skills recovery were sources of learning materials, learning gaps, learners characteristics, difficulty with comprehension and lack of interest. It was also revealed that the most challenging teaching experiences in the recovery of educational skills were catching attention, learning gaps, communicating to students, need for remedial instruction, retroactive interference and difficulty in understanding English Language. They frequently have to quickly convert lesson material they had intended to teach in a classroom setting to any learning modality implemented. Further, adjust and learn new trend, provide opportunities to develop new skills, helps to manage stress, improved educational outcomes, become well-rounded teacher, networking and learning and continue doing responsibilities helped in these insights had in confronting challenges brought by the pandemic.

We are calling for a paradigm shift in engineering education. In times of the Fourth Industrial Revolution (“4IR”), a myriad of potential changes is affecting all industrial sectors leading to increased ambiguity that makes it impossible to predict what lies ahead of us. Thus, incremental culture change in education is not an option any more. The vast majority of engineering education and training systems, having remained mostly static and underinvested in for decades, are largely inadequate for the new 4IR labor markets. Some positive developments in changing the direction of the engineering education sector can be observed. Novel approaches of engineering education already deliver distinctive, student centered curricular experiences within an integrated and unified educational approach. We must educate engineering students for a future whose main characteristics are volatility, uncertainty, complexity and ambiguity. Talent and skills gaps across all industries are poised to grow in the years to come. The authors promote an engineering curriculum that combine timeless didactic tradition, such as Socratic inquiry, project-based learning and first-principles thinking with novel elements (e.g. student centered active and e-learning by focusing on the case study and apprenticeship pedagogical methods) as well as a refocused engineering skillset and knowledge. These capabilities reinforce engineering students’ perceptions of the world and the subsequent decisions they make. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent communicators better navigating increasingly complex multistakeholder ecosystems.

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Exposure to adverse childhood experiences (ACE) has been found to have a profound negative impact on multiple child outcomes, including academic achievement, social cognition patterns, and behavioral adjustment. However, these links have yet to be examined in preschool children that are already experiencing behavior or social-emotional problems. Thus, the present study examined the links between the caregiver's and the child's exposure to ACE and multiple child and caregiver's outcomes in a sample of 30 preschool children enrolled in a Therapeutic Nursery Program (TNP). Children are typically referred to this TNP due to significant delays in their social emotional development that often result in difficulty functioning in typical childcare, home, and community settings. Analyses revealed some contradictory patterns that may be specific to this clinical sample. Children with higher exposure to ACE showed more biased social information processing patterns and their caregivers reported lower child social skills than caregivers of children with less exposure, however their inhibitory control levels were higher (better control) and staff reported that these children exhibited better social skills as well as better approaches to learning than children with less exposure. No such contradictions were found in relation to the caregiver's exposure to ACE, as it was positively associated with a number of negative child and caregiver outcomes.

(1) Context: Cancer triggers significant changes in family dynamics. It is noteworthy that coping and problem-solving skills, particularly in situations involving cancer in children and adolescents, have not been adequately explored in the context of family adaptation. This study aims to analyze the effectiveness of family interventions in coping to improve problem-solving skills in parents and/or caregivers of children and adolescents during and after oncological treatment. (2) Methods: This is a scoping review following the recommendations of the Joanna Briggs Institute and the Systematic Reviews and Meta-Analyses Extension for Scoping Review (PRISMA-ScR), from 2014 to 2024, in the databases LILACS, CINAHL, SCOPUS, Web of Science, and PUBMED. (3) Results: Forty-five studies were eligible. Coping strategies were categorized as follows: (1) positive attitudes (including a sense of courage and hope, family support to enhance resilience, and future planning), (2) caregiver empowerment (involving acceptance of diagnosis, emotional distancing, and coping through religiosity), and (3) communication skills (encompassing professional communication, horizontal dialogue with healthcare teams, and sincere communication with friends and family). (4) Conclusions: Over time, families develop coping and problem-solving strategies that influence changes in family functioning patterns, aiding them in accepting, reinterpreting, and reframing ideas and feelings associated with neoplasia.

Job satisfaction has a strong impact on the intention to stay which is an important aspect to counter skills shortage in academic medicine. In an interview study combining qualitative and quantitative methods we investigated how the mental representation of working conditions influences job satisfaction and its impact on the intention to stay. In a first study chief physicians participated in interviews about job satisfaction in academic hospitals. Answers were segmented into statements, ordered by topics and rated according to their valence. In a second study assistant physicians (residents) during and after their training period talked about strength, weaknesses and potential improvements of working conditions. Again, answers were segmented, ordered, rated and used to develop a ‘job satisfaction scale’. In a third study, assistant physicians participated in a computer-led repertory grid procedure composing ‘mental maps’ of job satisfaction factors, filled in the job satisfaction scale and rated if they would recommend work and training in their clinic as well as their intention to stay. Comparing the interview results with recommendation rates and intention to stay show that a negative attitude is linked to high workload and poor career perspectives. A positive attitude towards work environment and high intention to stay are linked to sufficient personnel and technical capacities, reliable duty scheduling and fair salaries. The third study using repertory grids showed that the perception of current teamwork and future developments concerning work environment were the main aspects to improve job satisfaction and the intention to stay. The results of the interview studies were used to develop an array of adaptive improvement measure. The results support prior findings that job dissatisfaction is mostly based on generally known “hygiene factors” and whereas job satisfaction is due to individual aspects.

This study assesses the development of professional skills in university students using serious games (SG), from a sustainability perspective. The Sustainable Development Goals (SDGs) were set by the United Nations’ 2030 Agenda for Sustainable Development. Universities are strategic agents in the transformation process towards sustainability. This way, they should be committed to promoting such sustainable values in the students through curricular sustainability, implementing active methodologies and SG for that purpose. Transversal skills are essential for the development of future graduates. The objective of this study was to assess which professional skills should be developed through the SG called The Island, to improve the degree of student satisfaction with the incorporation of a sustainable curriculum. The data were obtained using a questionnaire, and then analysed using linear regression models, with their inference estimated through the goodness of fit and ANOVA. The first results indicated that the implementation of the SG promoted a strengthening of the students' sustainable curriculum through the development of those skills. It was concluded that the key to success in education for sustainable development is improving the development of strategic thinking, collaborative thinking, and self-awareness, in addition to encouraging systemic, critical, and problem-solving thinking.

Background: Given that VR is applied in multiple domains, understanding the effects of cybersickness on human cognition and motor skills and the factors contributing to cybersickness gains urgency. This study aimed to explore the predictors of cybersickness and its interplay with cognitive and motor skills. Methods: 30 participants, 20-45 years old, completed the MSSQ and the CSQ-VR, and were immersed in VR. During immersion, they were exposed to a roller coaster ride. Before and after the ride, participants responded to CSQ-VR and performed VR-based cognitive and psychomotor tasks. Post VR session, participants completed the CSQ-VR again. Results: Motion sickness susceptibility, during adulthood, was the most prominent predictor of cybersickness. Pupil dilation emerged as a significant predictor of cybersickness. Experience in videogaming was a significant predictor of both cybersickness and cognitive/motor functions. Cybersickness negatively affected visuospatial working memory and psychomotor skills. Overall cybersickness’, nausea and vestibular symptoms’ intensities significantly decreased after removing the VR headset. Conclusions: In order of importance, motion sickness susceptibility and gaming experience are significant predictors of cybersickness. Pupil dilation appears as a cybersickness’ biomarker. Cybersickness negatively affects visuospatial working memory and psychomotor skills. Cybersickness and its effects on performance should be examined during and not after immersion.

Poor social skills in autism spectrum disorder (ASD) are associated with reduced independence in daily life. Current interventions for improving the social skills of individuals with ASD fail to represent the complexity of real-life social settings and situations. Virtual reality (VR) may facilitate social skills training in social environments and situations proximal to real life, however, more research is needed for elucidating aspects such as the acceptability, usability, and user experience of VR systems in ASD. Twenty-five participants with ASD attended a neuropsychological evaluation and three sessions of VR social skills training, incorporating 5 social scenarios with three difficulty levels for each. Participants reported high acceptability, system usability, and user experience. Significant correlations were observed between performance in social scenarios, self-reports, and executive functions. Working memory and planning ability were significant predictors of functionality level in ASD and the VR system’s perceived usability respectively. Yet, performance in social scenarios was the best predictor of usability, acceptability, and functionality level in ASD. Planning ability substantially predicted performance in social scenarios, postulating an implication in social skills. Immersive VR social skills training appears effective in individuals with ASD, yet an error-less approach, which is adaptive to the individual’s needs, should be preferred.

Underpinned by the new world Kirkpatrick model and in the context of a community-based, sport psychology program (My Strengths Training for Life™) for young people experiencing homelessness, this process evaluation investigated: (1) young peoples’ reactions (program and facilitator evaluation, enjoyment, attendance, and engagement) to and learning (mental skills and transfer intention), (2) the relationship between reaction and learning variables, and (3) the mediators underpinning this relationship. 301 young people living in a West Midlands housing service completed questionnaires on demographics, reaction and learning variables. Higher levels of program engagement were positively associated with more favorable reactions to the program. Enjoyment positively predicted learning outcomes, which was mediated by transfer intention. Recommendations are made for: (1) a balance between rigor and flexibility for evaluation methods with disadvantaged youth, (2) including engagement as well as attendance for indicators of meaningful program participation, (3) measuring program experiences (e.g., enjoyment) to understand program effectiveness, and (4) providing opportunities for skill transfer during and after program participation. Findings have implications for researchers, program commissioners, and policy makers working designing and evaluating programs in community-based settings.

Maternal-child care is one of the foundations of primary health care. Nurses’ competency skills they have been taught. Community awareness is an important part of preventive healthcare, and nurses must be aware of the factors that impact the health of the community. This study examines the effectiveness of lecture-based instructions in maternal and child care and its implications to students' social competency skills and community awareness in Nursing Colleges in Nueva Ecija, Philippines. The researcher uses survey questionnaire and employed the descriptive design where fifteen (15) nursing students and five (5) teachers were purposively selected. The findings revealed that the weighted mean for the effectiveness of lecture based instruction in maternal and child care is 3.91 with verbal description of “Effective”, the effects of lecture based instruction in maternal and childcare to students’ social competency skills and community awareness got the weighted mean of 3.87 and interpreted as “very satisfactory” and the effectiveness of actual community-based instruction is very effective with weighted mean of 4.25 and is higher compare to lecture based instruction. The results also revealed that students and teachers were challenged in lecture-based instruction in maternal and chi8ldcare during distance learning. Recommendations for the enhancement of lecture-based instruction in maternal and childcare in social competency skills and community awareness were also made.

The attempt of this study made us to Study the Competency Mapping (CM) in Software Companies”. CM is a process of categorizing the gap of a person or an employee’s performance routine or professional related skills to fill the gaps through effective programs. (1) Background: Integrating competencies such as “Developing people through Empowering and Training Programs, Providing Feedback, and Rewards, Recognizing the Employee for their work, Effective Communication, Aligning right values ensuring standards, etc. to evaluate and improve the performance an employee to get desired results; (2) Methods: This study involved 100 software employees (n = 100) to state that the competencies that are mapped have a significant impact on performance.. Chi- square and one – way ANOVA tests we used to identify the relationship between two variables; (3) Results: Goal oriented people can adopt the changes and work in any kind of circumstance for better outcomes; (4) Conclusions: competencies that are mapped have a significant impact on performance. And the person who is goal oriented will try to achieve his/her goals in any type of circumstances.

The central nervous system (CNS) is the final frontier in drug delivery because of the blood-brain barrier (BBB), which poses significant barriers to the access of most drugs to their targets. Kynurenic acid (KYNA), a tryptophan (Trp) metabolite, plays an important role in behavioral functions and abnormal KYNA levels have been observed in neuropsychiatric conditions. The current challenge lies in delivering KYNA to the CNS owing to its polar side chain. Recently, C-3 side chain modified KYNA analogs have been shown to cross the BBB; however, it is unclear whether they retain the biological functions of the parent molecule. This study examined the impact of KYNA analogs, specifically SZR-72, SZR-104, and the newly developed SZRG-21, on behavior. The analogs were administered intracerebroventricularly (i.c.v.), and their effects on the motor domain were compared with those of KYNA. Specifically, open field (OF) and rotarod (RR) tests were employed to assess motor activity and skills. SZR-104 increased horizontal exploratory activity in the OF test at a dose of 0.04 μmol/4 μL, while SZR-72 decreased vertical activity at doses of 0.04 and 0.1 μmol/4 μL. In the RR test, however, neither KYNA nor its analogs showed any significant differences in motor skills at either dose. Side chain modification affects affective motor performance and exploratory behavior, as the results show for the first time. In this study, we showed that KYNA analogs alter emotional components such as motor-associated curiosity and emotions. Consequently, drug design necessitates the development of precise strategies to traverse the BBB while paying close attention to modifications in their effects on behavior.

The paper discusses the design and modeling of a simple and illustrative hardware kit for teaching the basics of quantum cryptography to engineering students. The novel solution differs from those already on the market in that it is focused on familiarising trainees with the physical principles of quantum key distribution, as well as with the basics of mathematical formalism in quantum mechanics. This is achieved by using a minimally sufficient set of optical elements with a simple mathematical description in the Jones formalism. This composition of the kit is targeted mostly at engineering students and does not require advanced training in physics as a prerequisite. The configurable architecture of the hardware educational kit contributes to the deeper involvement of students. By independently changing the modular configuration of the system, students can conduct experiments that were not directly provided by the developers. For instance, students can assess the impact of choosing the basic settings of phase retarders on the course of a man-in-the-middle attack. The proposed amount of mathematical and informational support, as well as ready-made formal models, is sufficient to reasonably put forward hypotheses for experimental verification and interpret the obtained empirical data. At this moment, the hardware kit is being replicated, distributed and successfully applied at universities and companies in the communications industry. The accumulated experience of educational use testifies to the high efficiency of the kit as a tool for basic QKD training for people without prior knowledge of quantum mechanics. A discrete event model simulating the operation of the hardware kit is implemented in the non-commercial modeling software CPN Tools and is openly distributed.

Providing safely-managed sanitation/hygiene requires key competencies for education, training, service delivery, enterprise development and management, product and infrastructure design and development, construction and installation, governance, financing, research, etc. These strategic sanitation capacities will have to be built from higher education’s academic and professional programmes structured and designed to produce skilled and knowledgeable professionals and practitioners. This study aims to investigate the quality of the sanitation/hygiene management content of Environmental Health programmes; the adequacy of the existing central curricula; and the perception of environmental health sanitation/hygiene-trained professionals to determine the next phase for building knowledge and capacity of sanitation professionals in Nigeria through higher education institutions. A multilevel mixed method concurrent study was used for sampling and data collection with a multilevel perception analysis to examine the perceptions of students, lecturers and graduate alumni as well as employers/supervisors and clients/service-users of sanitation/hygiene related graduates. The main findings of this paper show limited understanding of the concepts of contemporary issues of sanitation/hygiene management; the central/national teaching and curricula were found to be seriously out of date; and clients/service-users were dissatisfied with the skills and knowledge levels of the graduates. The study concludes by recommending a national sanitation management higher education pathway to guide the provision of integrated sanitation/hygiene management education at higher education institutions (HEIs), to build effective, efficient, competent, and sufficient workforce for the country.