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With this study we aimed to investigate the impact of a 12-week manipulative skills exercise programme on the motor proficiency of young individuals with intellectual disabilities. A total of 32 learners diagnosed with mild intellectual disabilities, with an average age of 17.81 ± 1.44 years, were divided into 2 equal-sized groups: a control group and an experimental group engaged in a manipulative skills intervention programme. Motor proficiency was assessed using the shortform of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT™-2), while the participants' coordination level was evaluated using the Body Coordination composite of the BOT™-2. Results show that the manipulative skills intervention programme led to significant improvements in the experimental group's total motor proficiency score on the shortform BOT™-2 (45.31 ± 12.01 vs. 37.12 ± 7.00, ANCOVA: F = 48.65, p = 0.00) as well as the Body Coordination composite(42.69 ± 11.31 vs. 39.84 ± 11.75, ANCOVA: F = 44.35, p = 0.00). These findings suggest that the experimental exercise programme had a positive effect on enhancing the motor proficiency of young individuals with mild intellectual disabilities.

Considering art and its educative potentials as a living experiment with the body's elemental constitution and modes of organisation, this article engages "water," "earth," "air," and "fire" as milieus through which a body learns to sense, move, and act in the world differently. This leads to a series of propositions for an elemental philosophy of arts education, which recognises the intersectional and decolonial potentials of bodies, and strives to amplify and proliferate these potentials through creative pedagogic practices. If, as Elizabeth Grosz (2017) proposes, "the chain of evolutionary emergence is unbroken not only materially but also conceptually" (p. 250), then arts education offers an expression of the body's incorporeal and material potentials as they change and evolve through time. Further to this position, we argue that arts education has the potential to radically reframe relationships with water, earth, air, and fire in ways that resist their co-option as tools of colonialism and intersecting categories of oppression.

This paper provides a comprehensive overview of the phenomenon of interorganizational employee mobility, defined as a movement of employees between the source and destination organizations that goes beyond simple turnover behaviour. We use a bibliometric analysis approach that applies quantitative and statistical methods to bibliographic data to deepen our objective understanding of how research on interorganizational employee mobility has evolved over time and to examine whether interorganizational employee mobility is multilevel in nature. The results of the performance analysis and various science mapping methods (co-authorship analysis, co-citation analysis, bibliographic coupling, and co-word analysis) reveal clustered networks of key contributors in the field (i.e., authors, journals, affiliations, countries). Authors from the field of management, mainly from the USA and Western European affiliations, dominate the field. However, few of them have more than one publication on the topic of interorganizational employee mobility, which indicates that the literature in the field is still scattered and not yet mature. Our findings contribute to the career development literature by providing a detailed insight into how career has changed over time and highlighting the main constructs and factors associated with individual decisions to change employers. KEYWORDS: Interorganizational mobility, Contemporary career, Knowledge transfer, Interorganizational network, Bibliometric analysis Ovaj rad pruza sveobuhvatan pregled fenomena meduorganizacijske mobilnosti zaposlenika, definirane kao kretanje zaposlenika izmedu izvornih i odredisnih organizacija koje nadilazi obicnu fluktuaciju osoblja. Koristimo pristup bibliometrijske analize koji primjenjuje kvantitativne i statisticke metode na bibliografske podatke kako bismo produbili nase objektivno razumijevanje evolucije istrazivanja o meduorganizacijskoj mobilnosti zaposlenika tijekom vremena te istrazili je li meduorganizacijska mobilnost zaposlenika viserazinska po svojoj prirodi. Rezultati analize performansi i razlicitih metoda znanstvenog mapiraja (analiza koautorstva, ko-citacijska analiza, bibliografsko sprezanje i analiza ko-rijeci) otkrivaju grupirane mreze kljucnih dionika u podrucju (npr., autora, casopisa, afilijacija, zemalja). Autori iz podrucja menadzmenta, uglavnom iz SAD-a i zapadnoeuropskih afilijacija, dominiraju podrucjem. Medutim, malo njih ima vise od jedne publikacije o temi meduorganizacijske mobilnosti zaposlenika, sto ukazuje da je literatura u podrucju jos uvijek rasprsena i nije potpuno razvijena. Nasi rezultati doprinose literaturi o razvoju karijere pruzanjem detaljnog uvida u to kako se karijera mijenjala tijekom vremena te isticu glavne konstrukte i faktore povezane s individualnim odlukama o promjeni poslodavaca. KLJUCNE RIJECI: meduorganizacijska mobilnost; suvremena karijera; transfer znanja; medunarodna povezanost; bibliometrijska analiza, 1. INTRODUCTION The phenomenon of interorganizational employee mobility differs from and goes beyond mere turnover behaviour (Wille et al., 2010). While the latter focuses only on calculating the ratio of [...]

The aim of this paper is to examine the relationship between the time that higher education students spend playing video games during exam periods and their average grades in one Eastern European country. Moreover, the authors wanted to explore the differences among students with regard to their age, gender, year of study, and employment status in relation to video game-playing habits. Four research questions were generated and a quantitative survey among students (N = 233) was conducted at two universities in Serbia in December 2021. The results showed that, on average, students who play more games may have slightly lower grades than students who do not play games. In contrast, the time devoted to studying during the exam period is to some extent related to students' average achievement. In research sample, the best students spend the least time playing video games and the most time studying compared to other students.

We conducted meta-analysis in order to determine if there are significant differences in left and right amygdala volume in individuals with autism spectrum disorders (ASD) compared to a control group. Twenty-three studies fulfilled inclusion criteria for our study. Right amygdala volume was significantly larger in ASD patients compared to controls (Hedges' g 0.44; 95% CI 0.04-0.83; Z = 2.26; p = 0.024), while there was no significant difference in left amygdala volume between ASD patients and controls (Hedges' g 0.44; 95% CI - 0.10-0.98; Z = 1.67; p = 0.095). However, between-study heterogeneity was significant so there is an unequivocal need for new uniform magnetic resonance imaging (MRI) studies to get a more precise answer to the question of whether there is a difference in amygdala volume between ASD patients and controls.

In today's linguistically and culturally diverse schools, it is important that teachers use inclusive pedagogies, such as translanguaging. This pedagogy assumes that teachers have positive attitudes towards children's home languages and cultures (translanguaging stance), which we explored in our study with 40 preschool teachers in Luxembourg. The teachers participated in the professional development course on translanguaging over six months. To identify teachers' stance before and after the course, they completed questionnaires and participated in focus groups, and after completing the course, teacher-child interactions in the classroom were videotaped and analysed. Empirical findings of the questionnaires demonstrate that teachers' attitudes towards children's multilingualism and home languages increased significantly after participating in the course. In the focus groups, the majority of teachers expressed a mild translanguaging stance, meaning that they were afraid that the inclusion of children's home languages will hinder children's development of the school language, Luxembourgish. Finally, in the videotaped observations, the foci teachers demonstrated their positive stance in one activity and a negative stance in another. Following the study's multi-method approach, we conclude that teachers' attitudes were ambivalent and paradoxical, which depicts a rather realistic picture of preschool teachers' attitudes in Luxembourg.