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Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.

The papers describes results of theoretical within activity approach analysis and experimental moni¬toring research of developed in educational institutions abilities. Authors propose theoretical conclusions that ability is determined by the individual acquisition of the ukturl way of action in joint activity when solving an educational problem. But at the same time ability is not identical with the revealed and recon¬structed way of action on that it is based. It is the abilities under formation that are being mastered by the student in the educational process represent one of the leading mechanisms, the protagonists of the development of human subjectivity. The papers presents results the monitoring diagnostics of the ability to understand in different age groups of schoolchildren. Diagnostics of the ability to understand was consid¬ered on the basis of students mastering 6 different methods and techniques of understanding. Authors claim сomplex activity diagnostics of the development of understanding, along with diagnostics of other abilities (reflection, theoretical thinking, mutual understanding, goal-setting, self-determination, etc.) makes it pos¬sible to assess the quality of national education.

Artificial Intelligence and Language Technologies in the Field of Translation The present paper deals with the opportunities which language technologies and artificial intelligence might offer for translation professionals. The paper also examines and elucidates that these technologies might contain possible problems, hurdles and obstacles. But the researcher reinforces that they also possess the necessary skills, competencies and prerequisites for the successful implementation and use of these technologies as illustrated in the Literature Review and Discussion parts of this research. It has also been shown that the successful implementation of such tools requires both institutional and technical prerequisites. A not inconsiderable problem, however, is the question of the what extent to which and whether the significance of the digital translator can also be adequately illustrated and clarified in the non-institutional private sector. Current developments in this respect unfortunately tend to point to the opposite, i.e. to the degradation of his role to a mere "helper" of the machine that (apparently) does most of the translation work. Translators, then, will ultimately only be able to truly benefit from language technology and artificial intelligence if their status is not further compromised as a result. It is not very helpful if productivity and speed can be increased, but in inverse proportion to this, the fees constantly decrease, because it is made to appear that the computer is now doing most of the work. The end result of this development would be the digital slave rather than the highly professional digital language mediator. The paper projects that language technologies and artificial intelligence potentially offer benefits in the sense that they promote a better understanding and functioning of the symbiosis between humans and machines through the automation and streamlining of certain language-related workflow processes, i.e., a set of tasks that can be performed primarily - or even entirely - through workflow automation and with the help of content management software. Through the various past research on the subject and through secondary data analysis it has been analysed and stated in the paper that the potential acceleration of work processes improves overall efficiency by requiring less time to complete the same tasks. Therefore, this study evidently establishes the argument that artificial intelligence allows human actors to focus on more meaningful tasks associated with quality control, while routine and especially technical tasks are delegated (for the most part) to the machine. This also leaves more time for creative aspects. Artificial intelligence and language technology are not only relevant for translating, but also for interpreting, even if progress in this area is still somewhat slower and a paradigm shift has yet to occur. In this regard, conference interpreting is of particular interest. Problematically, the relevant software has so far lacked the cognitive, cultural, intellectual, and emotional skills that inevitably underlie qualitatively responsive interpretation. But at least it is possible to improve the interpreter's preparation for a meeting or conference. The relevant tools have so far only a supporting role to play. Language technologies and artificial intelligence potentially offer benefits in the sense that they promote a better understanding and functioning of the symbiosis between humans and machines through the automation and streamlining of certain language-related workflow processes, i.e., a set of tasks that can be performed mainly - or even entirely through workflow automation and with the help of content management software. Further development of artificial intelligence, machine translation has recently made significant progress. Nevertheless, it is common practice to first subject the machine-translated text to review or proofreading by a human translator. Post-editing is the process of using a machine-translated text as a basis and having it improved by a human translator. This means that the human translator ultimately creates the final translation.

The skill-performance relationship is a cornerstone of a meritocratic society. People are selected for schools, colleges and jobs based on the premise that more skillful individuals perform better. Scientific understanding of the skill-performance relationship demands that the effect of skill on performance is objectively assessed without subjective, social, and political considerations. One of the best areas for this analysis is sports. In many sports settings, the skill-performance relationship can objectively be examined at the technical, behavioral, psychological, and neurological levels. This examination reveals that skill and performance are inextricably intertwined. While skill affects performance, performance in turn defines and affects skill. To disentangle the previously confusing and interchangeable use of these key constructs, the paper presents a theoretical model specifying that ability and effort have their own direct effects on performance, as well as indirect effects on performance through skill possession and skill execution in cognitive and physical domains of human performance. Thus, ability and skill are not the same. Although skill is a key determinant of performance, recent theory and research suggests that successful performers are successful not just because of their skills per se, but because they take advantage of their skills by creating more occurrences of momentum, making them last longer, and using them to bounce back faster from streaks of unsuccessful performance. Thus, momentum is an important mediator of the effects of skill on performance.

Internationally, the need to advance science, technology, engineering and mathematics (STEM) education is recognized as being vital for meeting social and economic challenges and developing a scientifically, mathematically, and technologically literate citizenry. In many countries, however, there are gender differences in the participation and achievement of girls and women in STEM education and STEM careers, usually to the disadvantage of females. This paper aims to identify challenges to female students’ participation in STEM both at post-primary (secondary school) level and beyond in the Irish context. The research questions we aim to address in this paper are: (1) what are student attitudes towards science, technology, engineering and mathematics as measured through interest and perceived ability in STEM, students’ valuing of STEM and students’ commitment to STEM? and (2) what gender differences occur regarding students’ attitudes to science, technology, engineering and mathematics? A survey was completed by 308 post-primary students in Ireland as part of a one-year research project titled “STEMChAT: Women as catalysts for change in STEM education.” Data analysis compiled descriptive statistics, including response frequencies and percentages and median and interquartile range values, and compared gender differences in survey responses using the Kruskal–Wallis H Test. Results indicated that female students had significantly more positive attitudes to science compared to males while in comparison, males had significantly more positive responses to mathematics compared to females. Challenges regarding access to and understanding of STEM in the context of post-primary education are discussed.

The question of whether ability-related emotional intelligence (ability EI) predicts important life outcomes has attracted considerably more attention than the question of what ability EI consists of. In the present paper, the authors draw from the attitude and emotion literatures to suggest that the evaluation dimension of meaning is likely key in understanding how ability EI operates. Measures of ability EI predict the extent to which individuals can accurately evaluate words and measures of the latter type act as emotional intelligence measures. Extending this analysis, the paper reviews recent sources of data linking ability EI to attitudinal processes, such as those involved in attitude–behavior relationships and affective bipolarity. Individuals with high EI appear to experience their affect in more bipolar terms and they display evidence of greater decisiveness in their evaluations. Pursuing links of the present type will allow researchers to generate new predictions concerning the ability EI construct.

The paper assesses the effect of organisational power on the structural empowerment of hospital nurses. The study also explores the degree to which nurses are able to take more responsibility in their work. Data were taken from 100 nurses of the Algerian public hospital. The model was tested by partial least squares path modelling. The results showed that organisational power positively affected structural empowerment. In addition, nurses have the ability to take on more responsibilities at work. Increasing nurses’ structural empowerment is an essential outcome. Therefore, it is necessary to move away from extreme centralization and try to share information, support, and experience with nurses, especially at public hospitals. Heads of nursing departments must share experience and information and delegate powers to nurses to enhance the effectiveness of their performance, especially in response to emergencies, and create the appropriate environment to enhance the empowerment of nurses.

This paper applies a decolonial approach to hegemonic psychological science by engaging marginalized knowledge perspectives of Disability Studies (DS) to reveal and disrupt oppressive knowledge formations associated with standard understandings of ability. In the first section of the paper, we draw upon mainstream DS scholarship to challenge individualistic orientations to disability (evident in the medical model and positive psychology perspectives) that pervade psychological science. The purpose of this approach is to normalize disability by thinking through disabled ways of being as viable and valuable. In the second section of the paper, we draw upon critical race and global disability perspectives to denaturalize hegemonic accounts of ability. Rather than essential properties of human bodies and minds, the capabilities of the modern subject reflect technological and ideological investments that enable a privileged few, while disabling the marginalized global majority. We conclude by discussing implications of decolonial theory for DS and ways in which considerations of disability subjectivity can inform the decolonial project.

Background: In Unilateral (UNI) exercises are more effective than bilateral (BI) exercises in improving athletic performance is debatable.Objectives: this meta-analysis investigated the effects of UNI and BI exercises on different effect indicators of jump ability, sprint ability, maximal force, change of direction ability, and balance ability.Data Sources: PubMed, Google Scholar, Web of science, CNKI, Proquest, Wan Fang Data.Study Eligibility Criteria: To be eligible for inclusion in the meta-analysis, the study had to be: 1) athletes; 2) UNI training and BI training; 3) the intervention period had to be more than 6 weeks and the intervention frequency had to be more than 2 times/week; 4) the outcome indicators were jumping ability, sprinting ability, maximum strength, and change of direction and balance.Study Appraisal and Synthesis Method: We used the random-effects model for meta-analyses. Effect sizes (standardized mean difference), calculated from measures of horizontally oriented performance, were represented by the standardized mean difference and presented alongside 95% confidence intervals (CI).Results: A total of 28 papers met the inclusion criteria, and Meta-analysis showed that UNI training was more effective than BI training in improving jumping ability (ES = 0.61.0.23 to 0.09; Z = 3.12, p = 0.002 < 0.01), sprinting ability (ES = −0.02, −0.03 to −0.01; Z = 2.73, p = 0.006 < 0.01), maximum strength (ES = 8.95,2.30 to 15.61; Z = 2.64, p = 0.008 > 0.05), change of direction ability (ES = −0.03, −0.06 to 0.00; Z = 1.90, p = 0.06 > 0.01) and balance ability (ES = 1.41,-0.62 to 3.44; Z = 1.36, p = 0.17 > 0.01). The results of the analysis of moderating variables showed that intervention period, intervention frequency and intervention types all had different indicators of effect on exercise performance.Conclusion: UNI training has a more significant effect on jumping and strength quality for unilateral power patterns, and BI training has a more significant effect on jumping and strength quality for bilateral power patterns.

Significant amount of recent research continues to produce evidence in support of the presence of sheepskin effects in returns to schooling both for developed and developing countries. However, researchers have not made many attempts to identify or empirically test the possible mechanisms that may generate such effects. A few noteworthy exceptions are Flores-Lagunes and Light (2010) for the U. S., Riddle (2008) for Canada and Shabbir & Ashraf (2011) and Shabbir (2013) for Pakistan. Shabbir and Ashraf (2011) summarily reports that the sheepskin effects for rural Pakistan persist in the face of controls for measures of innate and cognitive ability. The present paper revisits this issue and adds value by presenting and discussing all of the relevant empirical estimates in full detail. Further, the present analysis fully updates the review of the literature as well as the various aspects of the pertinent debate surrounding the nature of the sheepskin effects. This study reconfirms that significant sheepskin effects exist for rural Pakistan for diplomas obtained by completing primary, high school and perhaps also FA and BA levels. Further, according to the detailed empirical regression results presented and discussed in this paper, the sheepskin effects prove to be robust both to an inclusion of measure of innate ability (Raven Progressive Matrices) and „cognitive‟ ability (specially administrated tests of literacy and numeracy). This implies that sheepskin effects „signal‟ individual characteristics unrelated to these measures of ability. The findings have significant policy implications about the nature of the private vs. social returns to schooling

The paper reviews the issue of self-regulation development in adolescents as the process of supporting favourable and transforming unfavourable emotional states appropriate to the performed joint activity. Experiencing intense emotions makes personal growth more difficult for the adolescent, and therefore the task of promoting self-regulation becomes extremely important. Our hypothesis was that the development of self-regulation contributes to the adolescent’s ability to recognize and interpret emotional states and extends the range of practices available to him/ her. Creating operative images of an object in concrete situations has a mediated effect on the transformation of the emotional states experienced by the adolescent. The revealed social psychological conditions were implemented through role-based forms of group activities, methods and means of self-regulation development. We evaluate the effectiveness of the development of self-regulation in adolescents based on certain criteria and analyse the outcomes of an experimental study. The ideas proposed in this paper can be used in the formation of regulative universal learning actions in adolescents at school to develop their ability to consciously regulate emotional states in the context of implementing the federal state education standards.

The role of luck in success has a relatively minor, albeit consistent history in academic discourse, with a striking lack of literature engaging with notions of luck within occupational environments. Elucidating why people attribute their own success to luck over ability has predominated in the literature, with interpersonal attributions receiving less attention. Here, we center on systematically summarizing the evidence on interpersonal attributions of success as a function of ability or luck, with a particular focus on whether these differs by gender and race. The perception of the success of others from different sociodemographic groups, and how it is attributed, is a crucial leverage point for inclusion and diversity. Particularly as women and ethnic groups continue to be systematically disadvantaged in the workforce. Ignoring the role of luck conceals and augments privilege, even if not deliberately or consciously invoked. Using the Prisma protocol, this review offers evidence from experiments, published between 1970 and 2020, derived from five electronic bibliographic databases; Business Source Complete; PsychINFO; Scopus; Web of Science; and Google Scholar. There were a limited number of studies on gender that found an effect, but with few exceptions, the papers that pertain to race converged on the understanding that interpersonal attributions of success were predicated on this immutable factor. Such that black individuals were more often viewed as lucky in their success and less able, which translates to lesser opportunity and reward. Decades of research have pointed to individuals making systematic attribution errors in success by gender and race; this review only partially substantiates this consensus and provides narrow support for the view that those believed to be the most talented in society may merely be the luckiest. We add to evidence that context matters.

Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

The purpose of this paper was to explore how high school PE teachers create norms for inclusion based on gender as it intersected with ethnicity, ability, and effort.

The term “agility” - agile enterprise - was introduced by a group of American researchers led by R.Dove as a result of some studies in a program sponsored by the US government, a program that primarily aimed at exploring the possibilities of making up production systems which could compete with the efficient production system "lean", introduced in most Japanese companies. Researchers involved in this program have formed Agility Forum, which aims to develop the concepts introduced. In 2001 appears the first paper, by R. Dove, entitled “Response Ability - Understanding the Agile Enterprise”, John Wiley and Sons Editors, in which was synthesized the phase of research field. Agility can be defined as “the ability with which an organization manages to develop successfully in a business environment whose changes are unpredictable.” Being agile means to control change, to notice market opportunities and by being continuously innovating, to succed on the market. The purpose of this paper is to support the idea that agility is a feature derived from the design and also to show that by applying the principles of RRS, which characterize agile systems, it is confirmed the fact that any industrial production system which wishes to be agile it should be designed.

This paper discusses evolving willingness and ability during transformation initiatives in public sector organisations, a novel perspective contributing to addressing the need for better assessment and improved practice in managing transformation journeys. Propositions are formed by synthesising research, providing brief scenarios, and then through a summary narrative of transformation at a public sector organisation labelled PSO. A variation in willingness and ability levels and a divergence in these two variables across stakeholders comes across as an undercurrent to negotiate when the transformation is en-route. How it manifests is captured in propositions, providing a view of key interactions and consequences.

For the linguistic expression of the concept of knowledge, the Slavic languages use verbs deriving from the Indo-European roots *ĝnō and *ṷei̭d. They differ in terms of the availability of both types of verbs in the contemporary standard languages and in terms of their semantic range. As will be shown in this paper, these differences are interesting not only from a language-specific lexicological point of view, but also in the context of the intersection of lexicon and grammar. Covering the domain of ‘knowing how,’ the *ĝnō-based verb in Slovene (znati) has been extending into the domain of possibility and, on this basis, developing into a modal verb. While this development is not surprising from a typological point of view, it is remarkable from a Slavic perspective, since this particular grammaticalisation path towards possibility is otherwise unknown to Slavic. This peculiar feature of Slovene, which most probably relates to its long-lasting and intensive contact with German, is illustrated in the present paper by comparing Slovene to Russian on the basis of three main questions: 1) the semantic range of vedeti / vedatʹ and znati / znatʹ, 2) the lexicalisation of ‘know how,’ and 3) the relation between knowledge, ability, and possibility. The focus is on contemporary Slovene and Russian, leaving a detailed diachronic investigation and the further embedding into a larger Slavic and areal perspective for future analyses.

Literature has paid detailed attention to the positive financial implications of considering the stakeholders’ environmental concerns. This paper contributes by using a trust framework to delimitate how stakeholders may influence managers’ environmental decisions even if they are not focused on financial objectives. Specifically, we analyse how perceptions of academic department heads about their stakeholders’ ability and benevolence influence the head’s willingness to integrate sustainability issues into the syllabus of the courses. We also investigate the direct and moderating role of the heads’ interest in financial aims and the direct influence of the school environmental proactivity. Our analysis includes a sample of 74 deans in 46 different business and engineering schools and a sample of 95 department heads in the field of management studies of 25 Spanish universities. The hierarchical moderated regression results confirm the positive influence of the ability and benevolence of the stakeholders and the heads’ interest in the financial aims, but not the moderating effects and the influence of the school proactivity. The paper provides research implications on the stakeholders’ dimensions influencing environmental decisions and practical implications showing that managers of organisations who wish to advance their environmental approaches may use partnerships with their stakeholders based upon trust.

The paper describes the work on the adaptation of the MSCEIT v.2.0 methodology and the development of other methods within the framework of the model of emotional intelligence as ability that diminish sociocultural differences and specificity of stimuli when used in samples other than American ones. The article refers to the procedure for development and standardization of a new reliable psychodiagnostic Russian-speaking method for measurement of the level of development of emotional intelligence of a person. The TEI-method is based on the model of emotional intelligence as an ability by J. Mayer, P. Salovey and D. Caruso and the psychoevolutionary theory of emotions by R. Plutchik. According to the ability model, EI is defined as the ability to process information contained in emotions. In the process of creating a new methodology for measuring emotional intelligence — the TEI-method — the shortcomings of the standardization process of the Russian version of MSCEIT v.2.0 were identified, most of which were culturally specific. These shortcomings were taken into account. 1007 people aged 20 to 72 years (487 men and 520 women, average age 35.9 years) took part in the psychometric testing of the TEI-method. The differences of the TEI and the MSCEIT v.2.0 are described. The TEI-method demonstrates a satisfactory level of basic psychometric indicators of validity and reliability.

In the last few years, significant amount of research has produced evidence in support of the signaling, credential or “sheepskin” effects in rates of return to schooling for studies of the developed as well as developing countries. An example of the former is the seminal empirical work by Hungerfold and Solon (1987) as well as more recent research for the U. S. [Park (1999) and Flores-Lagunes and Light (2007)] and other developed countries [Mcguinness (2003) and Antelius (2000) for Europe, for instance, and Bauer et al. for Japan (2004)]. Examples of such work for developing countries include Shabbir (1991) for Pakistan, Schady (2003) for the Philippines, and Mora (2008) for Colombia.Testing the sheepskin or credential hypothesis is tantamount to ascertaining if the marginal rate of return to education increases discontinuously for the years when completion diplomas (or degrees) are awarded to the individual.Despite the existence of sheepskin effects, very few attempts have been made either for developed or developing countries to specifically try to identify the possible channels by which such effects may exert themselves. Notable exceptions are Flores-Lagunes and Light (2007) for the U. S. and Riddle (2008) for Canada..This paper tries to address this neglected yet important question by empirically exploring this question in the case of Pakistan. Specifically, this paper explores the above question of interpretation of sheepskin effects in the case of Pakistan. Using the IFPRI-sponsored, 1987 Pakistan Survey of Rural Education, Migration and Employment (PSREME), it tests the hypothesis whether observed sheepskin effects are signaling individual innate ability and/or family background. Thus understanding more fully the sheepskin mechanism, will allow us to better appreciate the role of schooling and degree completion in determining earnings.According to the results of this paper, the sheepskin effects prove to be robust both to an inclusion of measures of innate ability as measured by Raven Progressive Matrices and ‘cognitive’ ability that is based on specially administrated tests of literacy and numeracy as well as measures of family background.This is an important finding with significant policy implications for the debate on the social vs. private returns to schooling investments. The present paper shows that the sheepskin effects as observed in this sample are particularly robust and are not mediated via individual’s innate ability as measured by the Raven Progressive Matrices or measured family background. Thus we will need to continue to explore the exact mechanism that underlies the sheepskin effects which in itself has significant analytical as well as policy implications.

Emotional Intelligence (EI) emerged in the 1990s as an ability based construct analogous to general Intelligence. However, over the past 3 decades two further, conceptually distinct forms of EI have emerged (often termed “trait EI” and “mixed model EI”) along with a large number of psychometric tools designed to measure these forms. Currently more than 30 different widely-used measures of EI have been developed. Although there is some clarity within the EI field regarding the types of EI and their respective measures, those external to the field are faced with a seemingly complex EI literature, overlapping terminology, and multiple published measures. In this paper we seek to provide guidance to researchers and practitioners seeking to utilize EI in their work. We first provide an overview of the different conceptualizations of EI. We then provide a set of recommendations for practitioners and researchers regarding the most appropriate measures of EI for a range of different purposes. We provide guidance both on how to select and use different measures of EI. We conclude with a comprehensive review of the major measures of EI in terms of factor structure, reliability, and validity.

This paper evaluates the effects of education on the individual'income in Brazil. Three econometric methods are the object of a critical assessment, as well as the necessary conditions and the limitations of their aplication to brazilian data. In addition, the influence of the family background and of the individual abilities on the determination of the labor income are analysed. In the final part of the paper, the PNAD-96 (Nacional Research of Household Samples) data are used to estimate the education return rate for occupied persons inBrazil. There are evidences that, given the restrictions in the available data, this estimative is prone to present bias, that may distort the comprehension of the role that education plays in the process of income distribution.

The new era of high-speed global economy has caused companies to change operational strategies. In this era, competitive prices and high quality are essential, but not the determinant factors of commercial success; rather, the speed and flexibility to respond quickly to market and customer is regarded as a fundamental principle. Thus, the importance of speed ​​and agility has increased and replaced previous competitive priorities; therefore, this paper evaluates agile manufacturing in small and medium industries of East Azarbaijan Province based on agility capabilities. The population of the study consists of all small and medium-sized firms of East Azarbaijan province. The sample was set 610 companies using the equation of determining the sample size of limited socities. In order to collect data in this study, a researcher made questionnaire was used, which was distributed among the subjects after testing its validity and reliability. In order to analyze the data in the study, fuzzy TOPSIS method was used. The results showed that most groups of small and medium industries based on the agile manufacturing capabilities have a considerable distance from agile manufacturing.

The paper proposes a model of the development of empathy as the ability. The model of empathic ability, built on the ability's model of V.D. Shadrikov, is introduced. The structure of empathic ability as consisting of functional, operational and motivational components is analyzed. Techniques and methods of empathy development are discussed on the basis of proposed model. Results of the experimental study of the psychological counseling students' empathy development in the process of co-experiencing psychotherapy training are presented.

The “Advancing English Skills”, textbook was compiled and introduced about a decade ago, at the Faculty of Humanities, Dhaka University, Bangladesh, to teach the foundation English courses, to freshmen students from thirteen departments, including English. Today the course is still being taught at some departments. The department of English scrapped the foundation course, but the textbook is still being used for another compulsory course. This paper presents the findings of a study conducted to determine the English language needs of students (60) and teachers (30) at the Humanities Faculty of Dhaka University. Additionally a two prong evaluation of the course and materials from the viewpoints of both students and teachers of the Humanities faculty was carried out, in order to shed light on the nature, effectiveness, and objectives of the course. Strengths and shortcomings of the present course, and areas of mismatch between the students’ needs and the course, were identified. Suggestions have been made, to improve the English language courses based on these findings, and implications for pedagogy have been highlighted.

In a general sense, competitiveness is conveyed as the ability of a nation to lay the foundations and ensure an economic, social and political environment capable of sustaining the creation of added value, enabling the positioning of a country within global economy, from the perspective of comparing the performances obtained and the growth potential over time. The paper highlights the importance of increasing competitiveness of regional economy and the perspectives for their development. There are exhibited numerous aspects of the competitiveness concept expressed by definitions, formulated by experts that outline features of the phenomenon, as well as the interaction between knowledge and competitiveness. Finally, there are also shown some methods for measuring regional competitiveness.

ABSTRACT This paper aims at ecaluating skill ability in tennis for the sopho more in the college of physical education and setting standards level for skills of forehand drive, backhand one and service.Both researchers utilized the descriptive approach and adapting the survey style. The sample consists of (166) students represented (%97,4) students of the total. Also Hewit test for measuring skills of forehand and backhand drive and Coban test for service are utilized, after carrying out the tests and processing data statiscally, the following conclusions have been reached.The success rates for skill abilities for research sample pertain to forhand drive, service and backand drive.The sample gained success rates for different levels of skills. Furthermore, the tables for the standards levels of skills abilities under study were reached mumbers of recommendations were proposed by both researchers.

In this paper with using the three- parameter logistic function in response to 4 choice items, the range of ability of each participant for each item or each exam is measured by Item response theory (IRT) and is marked and ranked by each participant’s ability. We will compare (IRT) with traditional ways of marking and ranking, with fitting tests. For this purpose we used IRT and many softwares that we created ourselves for marking one of the exams of the Educational Assessment of Iran (sanjesh.org) and finding each participant’s ranking.

The present paper is based on a research on the role of students’ cognitive and meta cognitive strategies in learning and field of study. The sample included 2440 high school students of both genders studying in Mathematics, humanities, sciences and vocational (electronics, computer) courses who were selected at two levels based on their highest and lowest average from Khorasan, Ilam, Isfahan and Khoozestan. The achieved results are: the better students who had the highest average used both cognitive and meta-cognitive strategies more than the weaker students. Students studying mathematics, humanities, sciences and vocational courses used cognitive strategies differently but their use of meta cognitive strategies was the same. Girls use two of the cognitive strategies namely reviewing and over generalizing and two of the meta cognitive strategies, namely self control and organizing more than boys but in other strategies they are similar to boys.