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The purpose of the study is to analyze the skills of software developers in delivering projects on time through the perception of 308 companies that have contracted the service in this area and are located in the Monterrey metropolitan area. A measurement instrument of 20 items was applied, using a multivariate model of structural equations using the confirmatory factor analysis technique. The data was treated with the statistical packages SPSS and AMOS, the results comply with the adjustment of the model. [ABSTRACT FROM AUTHOR]

This study examines the roles of directors of maritime offices as local maritime administration bodies. The publication is divided into three thematic areas. The first concerns the placement of directors of maritime offices within the system of autonomous government administration bodies, as defined by the Act of 23 January 2009 on the Voivode and Government Administration in the Voivodeships. The second thematic area focuses on the legal position of directors of maritime offices, as specified by the Act of 21 March 1991 on Maritime Areas of the Republic of Poland and Maritime Administration. The third thematic area outlines the competences of maritime administration bodies, including those of directors of maritime offices, whose powers extend beyond the above-mentioned Act. The publication concludes with an assessment of the currently applicable legal regulations regarding the subject matter. The aim of this review article is to systematise the fundamental issues concerning directors of maritime offices as local maritime administration bodies. The main research hypothesis posited by the author is that directors of maritime offices possess extensive competences as local maritime administration bodies. The research methods employed include analysis of legal texts and dogmatic analysis. The research is national in scope. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goals (SDGs) and BioTrade are fundamental to address socio-environmental challenges and promote sustainable development. This study assessed the level of knowledge of the SDGs among students, faculty, and administrative staff of the Universidad Regional Amazónica Ikiam (URAI) using a validated survey and also analyzed Ikiam's contribution to the fulfillment of the SDGs. Through a qualitative analysis of interviews with experts, a SWOT matrix was designed to understand the status of BioTrade, and strategies were proposed to improve the understanding of the relationship between BioTrade and SDG compliance. The results showed that there is limited knowledge of the SDGs, with significant variations between groups. Also, it was shown that the SDGs to which the university population is most related, according to the area to which they are linked, are SDG 3, SDG 4, SDG 6, and SDG 11, while the greatest contribution of Ikiam to the SDGs is made through research and outreach projects. On the other hand, it was shown that the main limitation faced by BioTrade is the lack of knowledge of this initiative in the population, so it is important that academia promotes the strategies proposed to promote the fulfillment of SDGs through effective tools such as BioTrade. [ABSTRACT FROM AUTHOR]

In a hyperproductive interactive environment, where speed and cost-effectiveness often overshadow accuracy, the media's role is increasingly shifting towards an educational function, beyond its traditional informative and entertaining roles. This shift, particularly through the promotion of science and education, aims to bridge the gap between educational institutions and the labor market. In this context, the importance of 21st-century competencies—encompassing a broad range of knowledge and skills—becomes increasingly clear. Educational institutions are now expected to equip students with relevant, universally applicable, and market-competitive competencies. This paper proposes using a combination of principal component analysis (PCA) and fuzzy analytic hierarchy process (FAHP) to rank 21st-century competencies developed throughout the educational process to improve the system. The highest-ranked competency identified is the ability to manage information—specifically, gathering and analyzing information from diverse sources. It has been shown that respondents who developed "soft skills" and media literacy during their studies are better able to critically assess content on social networks and distinguish between credible and false information. The significance of this work lies in its focus on the damaged credibility of online media caused by user-generated content and the rapid spread of unverified and fake news. Denying such discourse or erasing digital traces is therefore futile. Developing a critical approach to information is essential for consistently identifying fake news, doctored images, and recordings taken out of context, as well as preventing their spread. [ABSTRACT FROM AUTHOR]

Background: Online learning is becoming increasingly essential for health professionals, and it is necessary to understand how this modality affects clinical nurses' learning of Evidence-Based Practice (EBP). For this reason, the present study sought to assess the effectiveness of an online training program in improving nurses' EBP competence. Methods: A quasi-experimental study with a pretest–posttest design was conducted with a control group and without randomization for a period of 6 months. The intervention was an online self-learning course based on Melnyk's seven steps of Evidence-Based Practice (EBP). The course was structured into sequential modules requiring 72 h of work, with task completions and tests necessary for progression. Participants had three months to complete the course. EBP competence was measured with the EBP-COQ Prof© questionnaire. Data analysis included percentages, means, standard deviations, chi-square tests, student's t-tests, and a two-way repeated measures analysis of covariance (ANCOVA). Results: The analysis of the changes observed in each dimension and the overall EBP competence between the intervention group (IG) and the control group (CG) showed a significant group*time interaction in three of the four dimensions of the questionnaire. The results indicated that the online Evidence-Based Practice (EBP) course significantly improved knowledge, skills, and utilization three months after its completion. In the IG, the mean score was 44.04 (standard deviation (SD) = 7), compared to 37.83 (SD = 8.5) in the CG (p < 0.001). Regarding skills, the IG had a mean score of 24.24 (SD = 3.8), while the CG scored 23.01 (SD = 3.1) (p = 0.008). For utilization, the mean score in the IG was 36.77 (SD = 6.8), and the CG was 33.12 (SD = 6.3) (p = 0.005). Overall competence also showed a statistically significant difference, with the IG achieving a mean score of 141.22 (SD = 20.0) compared to the CG with a mean score of 130.34 (SD = 16.7) (p < 0.001). Conclusions: Training through an online education platform for three months (72 h) is an effective tool for improving the competence in Evidence-Based Practice (EBP) of clinical nurses. A significant increase was observed in knowledge and moderate improvements in skills and the application of EBP. These online courses, adapted to the needs of professionals, can be an efficient way to prepare nurses and improve their application of EBP in a clinical setting. [ABSTRACT FROM AUTHOR]

This experimental study aims to examine students' acceptance and attitude towards the use of Quiz-Based Game Applications, as well as to analyze how Quiz-Based Game Applications affect the acquisition and development of basic competences. To achieve this purpose, a mixed-methods approach was employed, combining a quantitative methodology through the analysis of responses from online questionnaires completed by 166 computer science students using Structural Equation Modeling (SEM) with a qualitative methodology based on focus groups and observation. The theoretical framework was based on the widely recognized Technology Acceptance Model (TAM). The findings indicate that students perceive these tools as useful and easy to use, thereby positively influencing their attitude towards the implementation of game-based learning. Furthermore, the study emphasizes the crucial role of game-based learning strategies in the effective development of essential competences for the comprehensive education of computer science students. These findings underscore the importance of considering the Quiz-Based Game Learning Applications (QGBLAs) approach as a valuable educational strategy to enhance learning and develop fundamental skills in students. [ABSTRACT FROM AUTHOR]

Background: Medical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students' self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students' leadership competences. Methods: The medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: 'never', 2: 'rarely', 3: 'sometimes', 4: 'often', 5: 'always') was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed. Results: The final version of the MeLeCoS includes 37 items and the scale's Cronbach's alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 ('Demonstrating responsible behaviour and shaping relations') reached the highest mean (4,36 ± 0.37) and factor 5 ('Promoting improvement and innovation in undergraduate medical education' the lowest (1.91 ± 0.87). Conclusions: The medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students' self-assessment of leadership competence with good content validity. It could be used for students' self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students' professional identity. [ABSTRACT FROM AUTHOR]

Successfully adopting AI and realising its full innovation potential requires different competences within a company. We identified five clusters, namely, AI decision-making, AI utilisation, AI foundational, AI development and leadership & moderation competences, as the basis for our AI competence framework, combining 35 individual competences. Based on a quantitative survey of 215 companies, we determined the importance of these competences for the successful adoption of AI innovations and their current availability within companies. According to our findings, AI foundational competences play a particularly critical role compared to the other competence clusters, which are considered important but comparatively rarely available. Furthermore, our analyses show that companies with higher levels of AI foundational, AI development, and AI utilisation competences have significantly higher AI innovation capabilities. Again, in particular AI foundational competences seem to fertilize the capabilities to identify appropriate AI use cases, to make decisions about AI innovation adoption, to successfully integrate AI into internal processes, and to use the AI innovation effectively within the organisation. Our findings thus enrich the theoretical discourse on competences for organisational adoption of AI innovations and guide practitioners in taking action to develop the necessary competences. [ABSTRACT FROM AUTHOR]

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students' self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students' plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge. [ABSTRACT FROM AUTHOR]

This article presents a case study on the way of teaching and learning the subject 'Information Systems' to ICT (Information and Communication Technology) engineering students, which is based on an active learning strategy implemented through a Project-Based Learning (PjBL) method, a practice that facilitates knowledge acquisition in addition to enhancing diverse learning outcomes such as teamwork, critical thinking, and analysis, or communication skills. This study aims to present the students' perceptions once they have undertaken the whole subject, to better understand the different positive and negative elements associated with PjBL implementation according to their opinions. Students' perceptions of PjBL were obtained through a survey utilizing the Bipolar Laddering (BLA) technique, which allows them to identify their experiences in terms of both beneficial and challenging aspects, as well as potential improvements to their experiences. On one hand, the most relevant findings on their PjBL experience assessed as positive are presented as follows: to work by themselves on a real project related to the working world; to be able to apply the theoretical topics explained during the class sessions; to have highly talented instructors; to experience a very dynamic and effective way of learning; to give a final presentation to their classmates and the instructors; and to work in groups. On the other hand, when analyzing the core negative perceptions, the following ones were highlighted by the surveyed students: undertaking just a single project; having an overly theoretical context; and having too much freedom, which could lead to confusion. [ABSTRACT FROM AUTHOR]

Abstract Background Online learning is becoming increasingly essential for health professionals, and it is necessary to understand how this modality affects clinical nurses' learning of Evidence-Based Practice (EBP). For this reason, the present study sought to assess the effectiveness of an online training program in improving nurses' EBP competence. Methods A quasi-experimental study with a pretest–posttest design was conducted with a control group and without randomization for a period of 6 months. The intervention was an online self-learning course based on Melnyk’s seven steps of Evidence-Based Practice (EBP). The course was structured into sequential modules requiring 72 h of work, with task completions and tests necessary for progression. Participants had three months to complete the course. EBP competence was measured with the EBP-COQ Prof© questionnaire. Data analysis included percentages, means, standard deviations, chi-square tests, student's t-tests, and a two-way repeated measures analysis of covariance (ANCOVA). Results The analysis of the changes observed in each dimension and the overall EBP competence between the intervention group (IG) and the control group (CG) showed a significant group*time interaction in three of the four dimensions of the questionnaire. The results indicated that the online Evidence-Based Practice (EBP) course significantly improved knowledge, skills, and utilization three months after its completion. In the IG, the mean score was 44.04 (standard deviation (SD) = 7), compared to 37.83 (SD = 8.5) in the CG (p

Abstract Background Medical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students’ self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students’ leadership competences. Methods The medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: ‘never’, 2: ‘rarely’, 3: ‘sometimes’, 4: ‘often’, 5: ‘always’) was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed. Results The final version of the MeLeCoS includes 37 items and the scale’s Cronbach’s alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 (‘Demonstrating responsible behaviour and shaping relations’) reached the highest mean (4,36 ± 0.37) and factor 5 (‘Promoting improvement and innovation in undergraduate medical education’ the lowest (1.91 ± 0.87). Conclusions The medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students’ self-assessment of leadership competence with good content validity. It could be used for students’ self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students’ professional identity.

La legislación es el eje vertebrador de la política educativa. En función de lo que estipule la normativa educativa se aplicarán unos principios u otros. Este trabajo de investigación emplea un diseño cualitativo, basado en el análisis de contenido de la normativa vigente en España, en materia educativa. Para ello se han seleccionado todas las leyes orgánicas, ordinarias, decretos legislativos, decretos-ley y órdenes ministeriales que afecten total o parcialmente al sistema educativo español. Los principales hallazgos de esta investigación ponen de relieve, por un lado, que el sistema de evaluación educativa ha evolucionado de una evaluación centrada en los conocimientos teóricos a una evaluación centrada en las competencias que el alumnado ha de adquirir en cada etapa educativa; y, por otro lado, que existe una excesiva producción normativa en el campo educativo español, lo que provoca alteraciones en los diferentes subsistemas que conforman el sistema educativo Abstract Legislation is the backbone of education policy. Depending on what the educational regulations stipulate, certain principles will be applied. This research work uses a qualitative design, based on a content analysis of the current legislation in force in Spain in the field of education. For this purpose, all the organic and ordinary laws, legislative decrees, decree-laws and ministerial orders that totally or partially affect the Spanish education system have been selected. The main findings of this research highlight, on the one hand, that the educational assessment system has evolved from an assessment centred on theoretical knowledge to an assessment centred on the competences that students must acquire at each educational stage; and, on the other hand, that there is an excessive production of regulations in the Spanish educational field, which causes alterations in the different subsystems that make up the educational system

Introducing artificial intelligence (AI) technologies, especially Generative AI (GenAI) in projects may significantly influence the trust among project team members. Even though the GenAI tools usage usually increase the trust; by facilitating information sharing and coordination, it may also generate trust-related challenges during the project execution. The authors conducted a case study in an Irish company from the energy sector to identify the main factors of trust-related issues in projects and to study how the responsible usage of GenAI may contribute to building trust inside the project teams. Strategic orientation, an internal policy development on GenAI usage and undertaking building trust actions, mainly associated to project management have been identified as the main characteristics of the GenAI responsible usage. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The employability of Iranian graduates with a master's degree in translation is a significant concern that requires thorough examination. A critical factor influencing the competences and employability of these graduates is the curriculum implemented by academic institutions. This study specifically examines the effectiveness of the curriculum offered by Iranian universities for M.A. students Insights were collected from translation instructors at branches of Islamic Azad University in Tehran, public universities, senior M.A. translation students, freelance translators, and in-house translators. Methods: Data collection was done using a questionnaire with a five-point Likert scale, ranging from Strongly Disagree to Strongly Agree. The questionnaire, consisting of 24 items, focused on competences outlined in the EMT network (2017), including language and culture, translation, technology, personal and interpersonal, and service provision competences. Results: The results indicated that while the curriculum contributes to language and culture competence and translation competence, it lacks in developing other crucial competences like technology, personal and interpersonal, and service provision competences. This finding highlights a gap in the curriculum's ability to nurture all competences outlined in the EMT network. Conclusions: As a result, it can be concluded that the structure of translation training programs does not align well with the competences and job opportunities for M.A. graduates. Addressing these shortcomings is essential to ensure that graduates have the necessary skills and competences to effectively meet the demands of the translation profession. [ABSTRACT FROM AUTHOR]

Studies leading to revised teaching and learning in business have relied on survey questionnaires without recognising multi-party data collection and evaluation procedures. The study demonstrates how the interview-to-the-double (ITTD) approach builds on the purposive interpretation (PI) results in documenting regulated occupation practices to discern a qualification framework. Recent arguments have been made to develop business rescue practitioner capabilities through short skills development programmes (SSDPs) as continuing professional development (CPD) mechanisms. The advocacy for the use of SSDPs to develop practitioner talent in the field recognises the limitations of prior development of practitioners. The study employed the ITTD, a qualitative inquiry approach promoting practice theory, to obtain results on occupational practices in a regulated environment with 11 professional organisations. The occupational practices determine the occupation’s teaching and learning outcomes. The results and conclusions are based on ITTD data collected from practitioner sessions. The practice theory’s tenets guided the assessment of the opportunities to build the ITTD data collection procedures on PI results to document occupational practices needed for the learning and development of business rescue practitioners. The findings show that business rescue practitioners have 11 categories of occupational tasks constituting occupational areas of corporate renewal work. The investigation argues that corporate renewal or rehabilitation practices are unified, outcome-oriented, and enacted practices requiring a distinct competency framework. The paper argues that the ITTD approach can methodically verify occupation practices premised on legal prescripts. The study verified occupational tasks traceable to specific training disciplines not addressed in the SSDPs or in the previous practitioner training. The study illustrates the opportunities to build ITTD procedures on purposive PI results to address problems associated with surveys in practice documentation in the management curriculum development. The rush to use survey instruments to make a case for occupation-specific learning and development programmes provides misleading results if the PI and ITTD-generated data do not complement results from survey procedures. Documenting practices in a regulated occupation requires multiple data collection approaches to determine learning competencies.

This study reports on a survey on project managers' priorities. The survey used ISO 21500 as a scaffold to ask various respondents, like junior, experienced, and senior project managers, project sponsors, and students, to share their perceptions on the priorities for junior project managers. The respondent groups shared similar perceptions. Furthermore, project type and sector had little effect on junior project managers' priorities. Experienced and senior project managers shared their own priorities as well. The perceptions of priorities for junior, experienced, and senior project managers were mostly alike. However, experienced and senior project managers' priorities seemed slightly more affected by project type and sector. A session with experts in project management and teaching project management highlighted that the results for junior project managers could provide accents for introducing project management to students in higher education, provided the entire playing field of project management is also introduced.

AbstractThe main aim of this study was to analyse the influence of e-learning training on the acquisition of competences in basketball coaches in Cantabria. The current landscape of basketball coach training shows an increasing demand for innovative training models and emerging pedagogies, including e-learning-based methodologies. The study sample consisted of fifty students from these courses, all above 16 years of age (36 males, 14 females). Among them, 16% resided outside the autonomous community of Cantabria, 10% resided more than 50 km from the city of Santander, 36% between 10 and 50 km, 14% less than 10 km, and 24% resided within Santander city. Data were collected through a Google Forms survey distributed by the Cantabrian Basketball Federation to training course students. Participation was voluntary and anonymous. The survey, consisting of 56 questions, was validated by two sports and health doctors and two senior basketball coaches. The collected data were processed and analysed using Microsoft® Excel version 16.74, and the results were expressed in percentages. The analysis revealed that 24.60% of the students trained through the e-learning methodology considered themselves fully qualified as basketball coaches, contrasting with 10.98% of those trained via traditional face-to-face methodology. The results of the study provide insights into important characteristics that can be adjusted and improved within the investigated educational process. Moreover, the study concludes that e-learning training effectively qualifies basketball coaches in Cantabria.

Purpose – This paper studies the impact of certain characteristics of companies to training programs in the Industry 4.0 (I4.0) context. Partial objective is to rank the main human barriers companies have to overcome so that they can digitalize. Design/methodology/approach – To accomplish the objectives, a closed-ended questionnaire was sent to Slovak and Italian companies and analyzed using statistical nonparametric tests. The partial objective was achieved using the so-called Henry-Garrett’s ranking method. Findings – Results show the significance impact of companies’ characteristics such as foreign participation and company dimension on training practices whereas economic situation (financial health) seems not to influence it. Research limitations/implications – The study may lack generalizability as only 102 answers were collected. Perhaps, the outcome would be different with another sample from other countries. Moreover, using closed-ended questions, certain features may not have been covered. Practical implications – Companies should always guarantee training for the resulted benefits. It is fundamental for organizations to find a time gap, resources and professionals who can teach these programs. Even when companies are incurring financial problems they should do so since human capital development can increase their competitiveness. The most critical barriers should be carefully addressed by companies. Training can help to overcome I4.0 barriers related to Human Resources (HR) and contribute to its growth. Originality/value – This paper gives insights of the impact of certain characteristics of companies to the training programs. Because past research has limited their analysis on the identification of barrier, its novelty lies in the attempt to rank the most significant barriers among those detected by other authors in previous research.

Membership of a particular generation can be a significant indicator in guiding activities that involve sustained inter-human collaboration, such as those carried out in the education system. The skills training and humanistic values education activities in formal education are thus geared to meet the specific developmental needs of Generation Z students.

In recent decades, great importance has been attached to teaching that promotes an active role of students in the learning process, and therefore the development of critical and divergent thinking in the teaching process. The aim of the research approach is to encourage students to independently investigate, discover, conclude and thus arrive at knowledge with the appropriate instructions of the teacher. For this research, we aimed to examine the educational practice of teachers in the implementation of the research approach in teaching Nature and Society. The purpose was to find out how familiar the teachers are with the concept of research approach, as well as to provide insight into teachers’ competences and motivation, the frequency of their implementation of the research approach in teaching Nature and Society, and the interaction patterns and teaching methods they use. The results show that The World Around Us and Nature and Society syllabuses sufficiently (60%) provide instructions for content study through research work, and that teachers acquired a solid amount of knowledge about the application of this way of working during their education (69.4%). More than 80% of teachers believe that they have the competence to plan and implement a research approach in teaching. The results also indicate that when implementing the research approach, teachers use interaction patterns and teaching methods that enable greater student activity. Despite the above said, this research approach is not sufficiently applied, and the explanation provided is the lack of time and resources needed for research.

Objectives The impact of the COVID-19 pandemic on all areas of human life has been great. The prevailing disease also turned out to be a challenge for managers and the entire educational environment, which is the genesis of this article. Therefore, the aim of this article is to compare interest in the issue of improving managerial competences in the period before and after the Covid-19 pandemic and to draw conclusions in this area. Material and methods The article contains a presentation of the results of research relating to the need to improve competences by the management staff of the organization before the pandemic (2018) and after its end (2022). The research covered middle-level managers and small business entrepreneurs. Results The obtained results prove that it is necessary to constantly adapt to new market conditions and requirements, and new competences are indispensable in order to do so. Respondents see the need to improve the level of their knowledge, opting for forms that will not absorb them excessively (e.g. self-improvement). The respondents emphasize the need to know international issues and law, and the main inspiration for improving competences is the changeability of the company's operating conditions and concern for its fate. The COVID-19 pandemic emphasizes that, especially in such circumstances, improving managerial competences is indispensable. Conclusions The obtained results undoubtedly show significant changes that have taken place in the way of performing professional functions, including managerial ones and shaping the competencies of managers, but also the complexity of the analyzed phenomenon and the problems articulated in this area. The analysis carried out and its results constitute an important guideline for management practice, mainly in relation to people holding managerial positions.

Objective: to define the content of concepts that formalize the problem area of the modern social and labor relations (SLR) and to offer a solution to the problem of SLR regulation from the viewpoint of rationalization factor.Methods: content analysis and systematization of scientific publications, including logical, comparative and contextual analysis; methods of dialectical cognition, system analysis and synthesis, SWOT-analysis, and modeling; structural and system-functional approach.Results: based on the analysis of foreign and Russian publications on various aspects of the SLR definition and development, the author formulated the content of concepts reflecting the said phenomenon in the logic of changes, problems and solutions. The problem area of the modern SLR interpretation was outlined, within which the rationalization potential of the labor subjects activity is not differentiated, which makes it difficult both to formalize certain modern problem aspects and to formulate relevant corrective proposals. A solution was developed that takes into account the resource of economic thinking of individuals with bounded rationality; this allows supplementing the essential construction of the rationalization concept in the context of labor activity. Using the established theoretical and methodological toolkit, the author reveals the possibilities to improve the labor agents’ adaptability under the changes in SLR and to promote the constructive interaction of SLR subjects in general. The article shows potential directions of scientific search concerning the activity of labor actors as subjects of rationalization under the changes.Scientific novelty: the article develops the concept of labor rationalization as a function of systemic economic thinking, which allows compensating for limited rationality and thus increasing constructive interaction of SLR subjects.Practical significance: the provisions developed in the article can be used in research work when considering the issues of SLR and labor rationalization and in educational activities from the viewpoint of the established competence model.

Les droits des victimes des crimes d’agression révèlent une facette bien particulière de la réparation. Très souvent à travers des nombreuses études, on a souvent relevé la complexité des réparations dues aux victimes des crimes internationaux et on a fait peu cas de victimes des crimes d’agression. C’est ainsi que pour mieux cerner la question et présenter les réponses idoines, il est impérieux de comprendre la complexité autour de l’exercice de la compétence du crime d’agression par la Cour Pénale Internationale, qui cache plusieurs craintes et inquiétudes à même de désamorcer les faiblesses du statut de Rome, en permettant le dénouement tant espérer de cette situation et d’espérer, enfin, le premier procès des victimes des crimes d’agression aboutir aux réparations.

There is an impressive number of journalistic university training models in the world, but all of them, regardless of their specifics, focus on the formation of two types of professional skills: general and specific. The general professional competences are in correlation with the contemporary trends of the development of the society and are meant to respond to the rising demands of the journalist to have a vast general knowledge. The specific competencies depend on the contemporary development trends of the media field and aim to satisfy the imperatives related to the application of journalistic pre-production, production and post-production tools, as well as the examination, through the means of science, of the media field. The structured sets of knowledge and skills assimilated by future journalists around the world vary from one culture to another, from one country to another, from one historical period to another. These variations are designed according to the socio-political and economic realities in which the teaching process takes place, as well as the traditions existing in higher education in the respective environments. At the same time, they also appear due to the different understanding, on the one hand, due to the social mission of the media and the journalist's role within the society, on the other hand, the professional culture of journalists in general and the minimum professionalism. Therefore, the conceptual transfiguration of professional skills is due to a series of intra- and extra-media factors that define the framework for the development of higher education in journalism and highlight the differences between university training processes organized in different education systems. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reforming the system of higher education in Ukraine has set requirements for changes in approaches, paradigms, content and forms of work with students, including pedagogical specialties. Forced changes in the teaching of future teachers took place during the Covid-2019 pandemic, and later during the full-scale war in Ukraine, which was launched by Russia in 2022. The authors of this study have analyzed the educational programmes of twelve Ukrainian pedagogical universities. The purpose and tasks of the «Theory and Methodology of Education» course are outlined, and the positive experience of its teaching at the Rivne State Humanitarian University is characterized. The challenges facing pedagogical universities today regarding the preservation and updating of the analyzed course are outlined. For this purpose, a survey was conducted among students - future teachers. The paper presents the results of a pilot study to be continued in 2024/2025 at the level of state pedagogical universities in Ukraine. [ABSTRACT FROM AUTHOR]

This study addresses competences of the Open Scholar. It draws on a theoretical framework reaching out to sustainability education, responsibility and activity theory to describe competences. Competences of the Open Scholar are understood within the context of Higher Education institutions' three missions: teaching, research and service to the community. The systematic literature review of three key concepts, Open Educator, Open Researcher and Open Scholar performed on a total of 811 articles between 2011 and 2023 as well as the content analysis performed on 10 competence frameworks highlight a dearth in epistemic competences. To fill this gap, the study raises awareness of the importance of initiating the development of scholars' capabilities in areas that can enable them to ask questions at the level of purpose and paradigm. Capabilities to address these deeper levels are presented as a way of enhancing the responsibility of scholars. Responsibility is framed in-line with its Latin root, respondere, i.e., providing a response and drawing on a semantics of care, respect and concern (instead of the foregrounded framing of responsibility in terms of subjectivity, power and causality). Furthermore, identifying not-yetness and addressing uncertainty are presented as key competences of the Open Scholar. [ABSTRACT FROM AUTHOR]

The authors analyze the approaches towards interpreting the notions of "foreign language competence", "foreign language communicative competence", and "professional foreign language communication". The professional foreign language competence of the specialist is regarded as a result of the integration of professional and foreign language communicative competence. The interrelation between the university graduate's general communicative competence and professional foreign language competence is scrutinized. The components of foreign language communicative competence of engineering students are analyzed. The structure of this competence is based on the analysis of requirements set for the graduates by the job market. Cognitive and operational-technological competences comprising the professional section of the specialized part of the social-professional foreign language competence of the trainee engineer are relevant to the special competences of the linguistic section staying in a dynamic interaction with them. The offered model was successfully tried out during the interconnected learning of engineering subjects and a foreign language at Zaporizhzhia Polytechnic National University. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Highlights: -- Research on citizenship education in teacher education is a broad and complex field. -- There is a need for systematic reviews of the studies developed at the international level in which areas they are being deployed. -- The results of this review (years 2017-2022) indicate five thematic dimensions in the studies. -- The most frequent are those linked to teaching strategies and resources or teacher conceptions. Purpose: The aim of this article is to present a systematic review of empirical research developed in the field of citizenship education in teacher education. Design/methodology/approach: This study performs a systematic review, descriptive and critical in nature, of 62 studies present in the Web of Sciences and Scopus after a comprehensive analysis, using a decision tree, of what was published in the years 2017-2022. Findings: The results show five major thematic dimensions in the selected studies: teaching strategies and resources; teachers' conceptions; teaching content; teacher education programs; and design of teaching resources. The studies are unevenly distributed in the dimensions described, with the majority focusing on teaching strategies and resources. Practical implications: This research offers an analysis of the issues addressed in research on citizenship education and teacher education, which allows us to know the field of research in-depth and to outline the less explored topics. [ABSTRACT FROM AUTHOR]

Teachers are the pillar for the development of inclusion. Hence, their initial training becomes a matter of relevance for the success of creating inclusive schools. This work contributes to the achievement of the Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The other objectives were to delimit the competences in inclusive education for teachers and analyse the perception of future teachers in the acquisition of IE competences in the context of university classrooms and internship centres. This research was carried out with 315 students from Catalan public universities through a questionnaire to assess their perception of these competencies. The results show that competences related to leadership in educational environments, inclusive values, or the identification of the students' abilities are being developed in internship centres. However, the university classroom context lead to the development of competences related to cooperative learning and assessment. In addition, there are significant differences between students who follow specialised teacher training in special needs and those who do not follow it. In conclusion, there is a need to extend specific training to all students and for a greater interrelationship between the training for developing competences in both contexts. [ABSTRACT FROM AUTHOR]

This article approaches related current tendencies with the demographic changes and their significant effects in the population worldwide aging, with a particular focus about the context of Cuba and Mayabeque. The purpose of this research is to systematize the theoretical and methodological foundations of gerontological and Gerontagogical knowledge management through continuous education in Higher Education. The study identifies the growing need for learning among professionals throughout their educational processes, both at the undergraduate and postgraduate levels, with the aim of acquiring knowledge, skills, and values that enhance communicative competencies in academic, research, and professional contexts. This, in turn, enables professionals to make an impactful intervention as social actors, facilitating the active and inclusive participation of all citizens in the sustainable transformations and demands inherent in aged society. The theoretical and methodological contributions of this study represent a scientific novelty and an updated approach to the conception of gerontological and gerontagogical knowledge management declared. The research underscores the importance of this topic and suggests its suitability for future studies, emphasizing its currency, relevance, and feasibility for further research. [ABSTRACT FROM AUTHOR]

Copyright of Index: Revista de Arte Contemporaneo is the property of Pontificia Universidad Catolica del Ecuador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ABE: Advances in Building Education is the property of Departamento de Tecnologia de la Edificacion, Universidad Politecnica de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Le secteur de la formation des élus locaux est très réglementé. Seuls les organismes agréés par le Ministère de l’Intérieur sur avis du CNFEL - Conseil National de la Formation des Elus Locaux - peuvent dispenser des formations. Au 27 septembre 2018, on recensait 200 organismes privés ou publics agréés pour la formation des élus tels que des universités, des grandes écoles, des associations et des cabinets conseils. Pour l’élu, il s’agit de comprendre le fonctionnement d’une assemblée, d’élaborer un budget, de prendre la parole en public, d’utiliser les réseaux sociaux, d’échanger avec les associations, de s’approprier de nouvelles lois … Pour cela, l’élu dispose, entre autres, de son expérience, de son savoir-être, de son savoir-faire, d’échanges sur les bonnes pratiques avec des élus expérimentés. Chaque élu dispose aussi du droit à la formation, droit renforcé par le législateur ces dernières années. Aujourd’hui, avec le non cumul des mandats, la loi sur la parité, on observe des élus dit novices qui accèdent à une mandature. Des attentes fortes sont exprimées par les citoyens, « crise des gilets-jaunes ». Dans cette communication nous proposons une réflexion sur l’efficacité des organismes de formation et sur la capacité des élus à répondre à ces attentes.

The success of universities is heavily dependent upon the efficient management of the learning environment. The students, who are the principal customers of these institutions, are the guarantors of their survival. In this context, students' satisfaction with their education experience is fundamental. To achieve success and maintain competitiveness, universities must identify the key aspects that are important to their students. In the literature, the importance of generic or transversal competence/capacity development in student satisfaction as a motivational factor, using Herzberg's theory has yet to be analysed. This study fills this gap by highlighting its importance. It represents an important advance in the investigation of the hygiene and motivational factors that affect student satisfaction and loyalty. The objective is to analyse the antecedents of the students' satisfaction, including the acquisition of competences, in a post-pandemic and energy-crisis scenario in which the teaching conditions must adapt to the environmental and human factors. The sample is comprised of 548 valid surveys taken from three Spanish public universities. SmartPLS software was used to analyse the results. Based on Herzberg's model, the results show that the acquisition of competences and capacity development, as a motivational factor, together with the teaching methods, the teaching staff involved, the course management and class facilities and infrastructure as hygiene factors are antecedent variables of student satisfaction. The fulfilment of students' expectations is also a predictor of student allegiance to the higher education institution where they study. All stated hypotheses are supported. It should be remembered that if the hygiene factors ''work'', the most you can hope for is not to let students down, not to lose them. In addition, for them to behave as prescribers and to have a full experience that is subsequently recommended, it is necessary to pay attention to motivational factors.

In short, the current status of the HPC ecosystem in Bulgaria includes diverse modern hardware (including two supercomputers from the TOP500 list – Discoverer and HEMUS, as well as multiple HPC clusters), and extensive expertise in HPC and the adjacent fields. The competencies and expertise were acquired during a multitude of successful EU projects, as well as leadership and participation in high-profile national programmes and projects with industry/SMEs. Experience in negotiating and managing contracts with different sources of funding and for the use of both equipment and expertise has been gathered. In this paper, we discuss the new developments in the HPC Ecosystem, supported by the acquisition of the HEMUS supercomputer in 2023, as well as our design choices and optimization approaches.

Introduction: The culturally different patient is still a new task for nursing staff. In order to realise competent and effective care for a patient from a different culture, the nurse must be able to recognise her own cultural filters, communication barriers, cultural differences, the sometimes different value system and its relevance to the patient's quality of life Objective of the study: The aim of this study is to illustrate the communication barriers in caring for a culturally different patient in a selected group of nursing staff and to contrast them with the cultural competences possessed by this group. Material and method: 127 nursing staff of one of the Podkarpackie hospitals were studied. A diagnostic survey with an author's survey questionnaire and the Polish version of the Cultural Competence Scale of Medical Personnel were used. Results: Individuals with higher cultural competence in behaviour were better able to cope with communication barriers in terms of language differences and non-verbal communication. Higher cultural competence in patient-centred communication was associated with better coping with barriers in terms of cultural differences and non-verbal communication. The higher the cultural competence in practice orientation, the lower the coping with excess emotions or information and the worse the coping with the patient's culture and values conflicting with the patient's own culture and value system. Those who scored higher on the self-assessment of cultural competence simultaneously coped better with barriers concerning language differences. Those who showed higher awareness and sensitivity with regard to cultural competence coped less well with emotional excess. Conclusions: Relatively good levels of problem solving related to communication barriers are not always accompanied by full cultural competence.

This study addresses competences of the Open Scholar. It draws on a theoretical framework reaching out to sustainability education, responsibility and activity theory to describe competences. Competences of the Open Scholar are understood within the context of Higher Education institutions’ three missions: teaching, research and service to the community. The systematic literature review of three key concepts, Open Educator, Open Researcher and Open Scholar performed on a total of 811 articles between 2011 and 2023 as well as the content analysis performed on 10 competence frameworks highlight a dearth in epistemic competences. To fill this gap, the study raises awareness of the importance of initiating the development of scholars’ capabilities in areas that can enable them to ask questions at the level of purpose and paradigm. Capabilities to address these deeper levels are presented as a way of enhancing the responsibility of scholars. Responsibility is framed in-line with its Latin root, respondere, i.e., providing a response and drawing on a semantics of care, respect and concern (instead of the foregrounded framing of responsibility in terms of subjectivity, power and causality). Furthermore, identifying not-yetness and addressing uncertainty are presented as key competences of the Open Scholar.