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In this paper, we analyze the subjective inclusion experiences of visually impaired (VI) adult tennis players from an ableism-critical perspective. The primary focus of this research is the inclusive potential of blind tennis from the perspective of VI individuals. Episodic interviews were conducted to capture subjective perspectives. A qualitative text analysis revealed that the interviewees were confronted with multiple ability assumptions by sighted people in their everyday lives. Deficit notions on the performance of VI people included sports, work, and general activities. Participation in blind tennis helped the interviewees build a "competent identity" and acquire various skills useful for their everyday lives as participation in blind tennis was a pathway for competence in sports. Further research is needed to identify exclusion experiences from the perspective of disabled people to recognize the potential of different sports in reducing barriers to participation. [ABSTRACT FROM AUTHOR]

This study aims to examine pre-service teachers’ academic success longitudinally. We studied in 537 pre-service students how three criteria of success (achievement, intention to persistent and actual retention) could be predicted by demographic, cognitive, personality, and motivational variables. Applying structural equation modelling, we found distinct patterns in the predictive power of the variables across the criteria. About one fourth of the variance in achievement could be explained by verbal ability and conscientiousness. Intention to persist was weakly intercorrelated with actual retention; the criteria also showed distinct prediction patterns. Intention to persist could be explained by only one predictor. Intrinsic motivation accounted for almost half of the variance in the criterion. The included predictors were less powerful in the prediction of actual retention: age, verbal ability and intrinsic motivation together accounted for about ten percent of the variance. The results underscore the complex and multifaceted nature of pre-service teachers’ academic success. [ABSTRACT FROM AUTHOR]

In this article, we explore behaviour settings that enable reasoning and the diversity of constraints that not only limit but also make these behaviour settings possible. We focus specifically on reasoning and surveying how behaviour settings allow for the generation of norms of action that are nevertheless differentiated by geographies and sociocultural systems. These geographies and sociocultural systems involve diverse trajectories for reasoning even within similar behaviour settings. We will touch on places for reasoning like Twitter, social movements, traditional knowledge and laboratories set up for experimentation on our reasoning abilities. We will show how these places and the behaviour settings that emerge in them can be studied in terms of the complexity of the interactions between their participants and in terms of enabling constraints. This article is part of the theme issue 'People, places, things, and communities: expanding behaviour settings theory in the twenty-first century'. [ABSTRACT FROM AUTHOR]

Introduction: In transitioning from Industry 4.0 to the forthcoming Industry 5.0, this research explores the fusion of the humanistic view and technological developments to redefine Continuing Engineering Education (CEE). Industry 5.0 introduces concepts like biomanufacturing and human-centricity, embodying the integration of sustainability and resiliency principles in CEE, thereby shaping the upskilling and reskilling initiatives for the future workforce. The interaction of sophisticated concepts such as Human-Machine Interface and Brain-Computer Interface (BCI) forms a conceptual bridge toward the approaching Fifth Industrial Revolution, allowing one to understand human beings and the impact of their biological development across diverse and changing workplace settings. Methods: Our research is based on recent studies into Knowledge, Skills, and Abilities taxonomies, linking these elements with dynamic labor market profiles. This work intends to integrate a biometric perspective to conceptualize and describe how cognitive abilities could be represented by linking a Neuropsychological test and a biometric assessment. We administered the brief Neuropsychological Battery in Spanish (Neuropsi Breve). At the same time, 15 engineering students used the Emotiv insight device that allowed the EEG recollection to measure performance metrics such as attention, stress, engagement, and excitement. Results: The findings of this research illustrate a methodology that allowed the first approach to the cognitive abilities of engineering students to be from neurobiological and behavioral perspectives. Additionally, two profiles were extracted from the results. The first illustrates the Neuropsi test areas, its most common mistakes, and its performance ratings regarding the students' sample. The second profile shows the interaction between the EEG and Neuropsi test, showing engineering students' cognitive and emotional states based on biometric levels. Discussions: The study demonstrates the potential of integrating neurobiological assessment into engineering education, highlighting a significant advancement in addressing the skills requirements of Industry 5.0. The results suggest that obtaining a comprehensive understanding of students' cognitive abilities is possible, and educational interventions can be adapted by combining neuropsychological approaches with EEG data collection. In the future, it is essential to refine these evaluation methods further and explore their applicability in different engineering disciplines. Additionally, it is necessary to investigate the long-termimpact of thesemethods on workforce preparation and performance. [ABSTRACT FROM AUTHOR]

Background and Study Aim Sexual dimorphism plays a crucial role in the design of training programs for athletes. Therefore, understanding the influence of sexual dimorphism on various abilities is essential for optimizing training regimens. The aim of this study is to determine the influence of sexual dimorphism on the manifestation of coordination abilities in young volleyball players aged 15-17. Material and Methods Volleyball players aged 15-17 years participated in the study (n=92, training experience - 5-7 years). Fifty of them were girls, and forty-two were boys. Motor tests were used to determine the level of coordination preparedness of the volleyball players. The study assessed kinesthetic differentiation, spatial orientation, reaction, coupling, binding of movements, and balance skills. Statistical data processing was carried out using Microsoft Excel and SPSS programs. Results For most of the compared indicators of coordination abilities, there was no significant difference between male and female volleyball players aged 15-17 (p>0.05). In the "Shuttle run with back forward" test, which determined the ability of volleyball players to quickly rebuild motor activity, boys outperformed girls by 5.6% (p<0.05). In the "Sprint test with the given rhythm", boys significantly outperformed girls by 16.6% (p<0.001). However, control exercises that determined the relative indicators of the above qualities did not show a significant difference. No significant differences (p>0.05) were found in the indicators that characterized the subjects' ability to demonstrate balance in both groups. Girls outperformed boys by 4.2% in terms of sagittal displacement of the center of mass. Comparison of the magnitude of latent periods of simple and complex visual-motor reaction by groups did not reveal significant differences among boys and girls. Conclusions The results of the study indicate the need to implement targeted training programs to address and mitigate gender differences in coordination abilities among young volleyball players. These programs should focus on enhancing specific coordination skills. This approach ensures balanced development. Purposeful sports training can help overcome inherent physiological differences. By doing so, it leverages the benefits of tailored training to promote equality in athletic performance. [ABSTRACT FROM AUTHOR]

Background and Study Aim. Sexual dimorphism plays a crucial role in the design of training programs for athletes. Therefore, understanding the influence of sexual dimorphism on various abilities is essential for optimizing training regimens. The aim of this study is to determine the influence of sexual dimorphism on the manifestation of coordination abilities in young volleyball players aged 15–17. Material and Methods. Volleyball players aged 15–17 years participated in the study (n=92, training experience – 5–7 years). Fifty of them were girls, and forty-two were boys. Motor tests were used to determine the level of coordination preparedness of the volleyball players. The study assessed kinesthetic differentiation, spatial orientation, reaction, coupling, binding of movements, and balance skills. Statistical data processing was carried out using Microsoft Excel and SPSS programs. Results. For most of the compared indicators of coordination abilities, there was no significant difference between male and female volleyball players aged 15–17 (p>0.05). In the “Shuttle run with back forward” test, which determined the ability of volleyball players to quickly rebuild motor activity, boys outperformed girls by 5.6% (p0.05) were found in the indicators that characterized the subjects' ability to demonstrate balance in both groups. Girls outperformed boys by 4.2% in terms of sagittal displacement of the center of mass. Comparison of the magnitude of latent periods of simple and complex visual-motor reaction by groups did not reveal significant differences among boys and girls. Conclusions. The results of the study indicate the need to implement targeted training programs to address and mitigate gender differences in coordination abilities among young volleyball players. These programs should focus on enhancing specific coordination skills. This approach ensures balanced development. Purposeful sports training can help overcome inherent physiological differences. By doing so, it leverages the benefits of tailored training to promote equality in athletic performance.

Background. The article is devoted to the interaction of different yet inseparable “poles” — activ-ity and contemplation — in the process of actualization of a person’s creative potential. It has been shown that both recent psychological studies of giftedness and pedagogical practice demonstrate a disbalance of the two poles in favor of activity, although activity obtains creative qualities precise-ly because it takes a source in the experience of contemplation. Objective. The study had its purpose to substantiate the significance of the contemplation phe-nomenon and outline possible ways of developing this ability. Results. The author briefly deals with the history of the very problem of contemplation in the con-text of culture, in religious practices, and in psychology. The analysis revealed the difficulty of studying the contemplation by means of traditional scientific methods since a meaningful descrip-tion of this phenomenon by an observer becomes understandable and convincing for another per-son only if they have a similar personal experience. Contemplation is associated with liberation from the limitations of the everyday “ego” and with the experience of unity with the world, due to which the birth of creative ideas becomes possible. Special attention is paid to the contemplative aesthetic attitude towards the world, which underlies artistic creativity and the development of human artistic talent. It is due to this kind of attitude that ideas are born demanding their embodi-ment in the activity, which acquires a creative character exactly for this reason. Conclusion. Pedagogy, entirely focused on the translation of methods for mastering a particular activity, does not naturally lead to the development of a person’s creative talent and can even hin-der this by swapping the goals and means of work in art, as in any other field of creative activity.

Background. The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils. Objective. Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement. Study Participants. The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort. Methods. Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Shcheblanova, 2006), parametric statistical methods for the data processing. Results. The analysis of the school teachers' ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers. Conclusions. The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely, — understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers.

Having a concept usually has some epistemic benefits. It might give one means to knowing certain facts, for example. This paper explores the possibility that having a concept can have an epistemic cost. I argue that it typically does, even putting aside our contingent limitations, assuming that there is epistemic value in understanding others from their own perspectives. [ABSTRACT FROM AUTHOR]

The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit "formation of skills and skills of controlling an UAV" into the training program of the primary professional training of police officers in the specified specialty. [ABSTRACT FROM AUTHOR]

This article focuses on analyzing the trends related to the skills developed by the participants of Open Innovation Bootcamp events in Higher Education Institutions (HEIs). To carry out the research, a search is carried out in the Scopus scientific database using specific keywords, followed by an analysis of the results using software tools. The search returned a total of 378 documents published between 2018 and 2024. In the next phase, VosViewer bibliographic software was used to identify emerging trends. As an initial result, 48 keywords that appeared most frequently were identified, which were grouped into 7 clusters. Regarding the main competencies identified, competencies such as critical thinking, problem solving, communication, creativity, leadership, networking, marking research and teamwork were found. In addition, complementary competencies were identified, such as digital literacy, sustainable development and dynamic capacities. [ABSTRACT FROM AUTHOR]

A minimal constraint on normative reasons seems to be that if some fact is a reason for an agent to φ (act, believe, or feel), the agent could come to know that fact. This constraint is threatened by a well-known type of counterexamples. Self-effacing reasons are facts that intuitively constitute reasons for an agent to φ, but that if they were to become known, they would cease to be reasons for that agent. The challenge posed by self-effacing reasons bears important structural similarities with a range of epistemic paradoxes, most notably the Knowability Paradox. In this article, we investigate the similarities and differences between the two arguments. Moreover, we assess whether some of the approaches to the Knowability Paradox could help solve the challenge posed by self-effacing reasons. We argue that at least two popular approaches to the paradox can be turned into promising strategies for addressing the self-effacing reasons problem. [ABSTRACT FROM AUTHOR]

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

A prevailing view holds that the main goal of mental health promotion is to maintain and improve positive mental health, which is not merely defined by the absence of mental disorders, but by the presence of certain abilities. There are, however, challenges associated with this view that this paper aims to identify and explore. We start by highlighting three requirements for an ethically and politically justified mental health promotion scheme: (i) using a positive concept of mental health that (ii) respects the neutrality principle while (iii) not being overly permissive. Then, we argue that the WHO's positive concept of health violates (ii), and continue by exploring three philosophical accounts (i.e., Nordenfelt, 1995, 2017; Graham 2010; Wren-Lewis & Alexandrova, 2021) that could potentially provide a solution. We show that these face a dilemma of their own: they either violate (ii) or (iii), and they can rectify one issue only by violating the other. Considering the problems linked to the positive notion of health, the final section explores the alternate route of rejecting proposition (i) and instead embracing a negative concept of health. We argue that this option does not present a more advantageous solution. We conclude by highlighting the necessity for additional research to tackle the challenges we identified. [ABSTRACT FROM AUTHOR]

Research is a core skill in university education, which allows students to develop knowledge and skills to intervene in their professional field. However, there are areas of opportunity to complete an investigation, and the context of the present study is no exception. According to this background, the objective is to characterize the students' competencies to develop a thesis and identify obstacles in its preparation, presentation, and defense. Concerning methodology, a transversal quantitative approach was used by applying a questionnaire, finding that participants manage some techniques, abilities, competencies, and knowledge and identifying difficulties centered on lack of knowledge and investigative skills. In conclusion, students do not complete their work because theoretical foundations are not put into practice since there are ambiguities in knowledge conceptualization and the operationalization of research skills. The contribution of this study lies in identifying the difficulties in preparing a thesis, which can allow teachers to design an appropriate didactic intervention to meet students' needs for the successful completion of their research and foster interest in the inquiry. [ABSTRACT FROM AUTHOR]

A central goal of research in explainable artificial intelligence (XAI) is to facilitate human understanding. However, understanding is an elusive concept that is difficult to target. In this paper, we argue that a useful way to conceptualize understanding within the realm of XAI is via certain human abilities. We present four criteria for a useful conceptualization of understanding in XAI and show that these are fulfilled by an abilities-based approach: First, thinking about understanding in terms of specific abilities is motivated by research from numerous disciplines involved in XAI. Second, an abilities-based approach is highly versatile and can capture different forms of understanding important in XAI application contexts. Third, abilities can be operationalized for empirical studies. Fourth, abilities can be used to clarify the link between explainability, understanding, and societal desiderata concerning AI, like fairness and trustworthiness. Conceptualizing understanding as abilities can therefore support interdisciplinary collaboration among XAI researchers, provide practical benefit across diverse XAI application contexts, facilitate the development and evaluation of explainability approaches, and contribute to satisfying the societal desiderata of different stakeholders concerning AI systems. [ABSTRACT FROM AUTHOR]

Current efforts to design an effective method of detecting talent are now focused on the differing interests of children (preferences) and not just their sport-related motor skills (ability). When a person-oriented approach is used, it is important to profile different types to design movement offers that effectively target the relevant groups and prevent dropouts. The aim of this study was to investigate in the elementary school context what types it is possible to identify in terms of both interests and ability. A total of 159 children (age 8–11.5) were assessed to determine their interests and their ability using a sequential design approach. 'Preferences' were scored on a seven-point Likert scale during a video-assisted interview. 'Ability' was assessed using seven sport-related motor skills tests. The mixed-methods approach consisted of a quantitative step 1, a cluster analysis (SPSS27, Ward's method, squared Euclidean distance). Based on the clusters, in-depth qualitative interviews were conducted in step 2. Analysis revealed five clusters of children that exhibited significant differences in terms of ability and interests. The qualitative interviews clarify the characteristics of the types (e.g. special interest in recreational activities or in competing at a high level with high or low own performance) and describe their experiences and desires. The data indicates that children's interests are determined by positive experiences and prior knowledge. Schools, sports practice, and sports science are faced with the task of responding suitably to children with different combinations of ability and preferences in the early phase of talent detection. [ABSTRACT FROM AUTHOR]

This study explores the effectiveness of STEM education in developing spatial thinking skills in elementary school students. The study employs a quasi-experimental design involving two groups: an experimental group that received STEM intervention and a control group following the standard curriculum. The results indicate that the experimental group experienced significant improvements in visualization, spatial relationship understanding, and spatial object manipulation compared to the control group. These improvements are primarily to technology, such as 3D simulations and design software, which help students comprehend complex spatial concepts. Further statistical analysis supports these findings, showing significant differences between the experimental and control groups. These findings underscore the importance of integrating STEM education into the curriculum to enhance students' spatial skills, which are critical in various science and technology disciplines. However, challenges in implementation, such as a need for more resources and teacher training, must be addressed to ensure the program's effectiveness across different educational contexts.

This article explores the significance of listening as a critical skill in foreign language teaching (FLT). While mastery of all four language skills--listening, speaking, reading, and writing--is essential for language competence, listening holds a foundational role, especially in the context of early language acquisition. The article emphasizes that effective listening is key to developing other language skills and successful communication. Challenges in teaching and learning listening are discussed, including issues such as insufficient vocabulary, lack of concentration, and the difficulty of understanding unfamiliar accents. The article also offers practical strategies for improving listening skills, such as selecting appropriate audio materials, engaging with English films and podcasts, and focusing on correct pronunciation. The conclusion reinforces the idea that listening is a skill that can be cultivated and is essential for meaningful communication, both in language learning and in broader social contexts. The article advocates for the prioritization of listening in FLT and encourages teachers to find suitable approaches to enhance students' listening abilities. [ABSTRACT FROM AUTHOR]

Universities are active agents of social change through knowledge, providing citizens with the necessary abilities to face professional challenges. This work aims to evaluate and analyse the adaptation of emotional regulation in learning situations of group work in virtual and hybrid (virtual and presential) environments, of a group of students of Physical Activity and Sport Sciences belonging to a Chilean university and a Spanish university. Method: A total of 107 students from a Chilean university and a Spanish university, all of them enrolled in the degree in Physical Activity and Sport Sciences, participated in the study. The instrument used was the Adaptative Instrument for Regulation of Emotions questionnaire. Results: The analysis of the data shows that there are some significant differences (p ≤ 0.05), between the groups of students who worked virtually and those who worked in hybrid situations, in the aspects related to personal motivations (learn from my classmates, not to disappoint my working group, and enjoying the experience of working in a group). The students who worked online resolved conflicts mainly through individual regulation mechanisms with significant differences in relation to the students who worked in hybrid mode. No significant differences were found in the socioemotional challenges or in the balance of the metacognitive experience. Conclusion: The group that worked in hybrid learning valued group purposes over personal purposes and used the social regulation mechanism over individual regulation in conflict resolution. On the other hand, the group that worked virtually valued group and personal purposes equally and used the mechanism of individual regulation and social regulation to solve difficulties. Differences between students who worked in virtual and hybrid environments may be due to greater social interaction and group dynamics in hybrid environments, as well as differences in culture and access to resources and technology.

Suicide is a major medical and social concern for law enforcement, a contemporary army included, not only in Russia but abroad as well. In recent years, frequency of suicides and suicidal attempts has been growing among law enforcement officials (LEOs), military personnel included. Therefore, it seems relevant to develop a model for predicting suicide risk. In this study, our aim was to develop a model for predicting suicide risk in LEOs based on express testing results. Our research object was represented by LEOs (n = 591), their average age being 23.71 ± 1.12 years. To assess suicide risk, we used a questionnaire for suicide risk assessment ‘SSR-2’, which is a part of DAP-2 methodology for deviant behavior research, and a clinical-psychopathological method. LEOs’ personality characteristics and their current psychophysiological state were identified by using vibration imaging, a technology for recording and mathematically analyzing micro-vibrations of the head and face. It has certain advantages over its analogues. We determined psychophysiological characteristics, basic abilities (types of Gardner’s multiple intelligence) and moral qualities that differed in people with elevated suicide risk against the control. We identified a difference between unconscious reactions of the examined people to stimuli and declared (conscious) ones, which indicates that LEOs tend to hide any signs of suicidal behavior in them. A mathematical model was built for predicting suicide risk: we developed an integral suicide risk assessment and created a probabilistic nomogram that makes it possible to establish likelihood of suicidal behavior signs with accuracy above 98 % relying on results obtained by a 5-minute express test. Use of this predictive model helps identify those people among personnel who should undergo a profound check-up by a psychological support team. Our research results can serve as a basis for creating an objective concept for diagnostics of suicide risk factors in LEOs.

This study aimed to identify the levels of understanding of prospective biology teacher students on the concept of invertebrates based on the cognitive process dimensions of Bloom's Taxonomy. The method used in this research was descriptive qualitative. This research was conducted on 15 prospective biology teacher students. The instrument used was a multiple choice concept mastery test. Based on data analysis, the average cognitive ability of students is 69.10. The acquisition of conceptual understanding based on the dimensions of cognitive processes includes C1: 74,69; C2: 73.67; C3: 57.34; C4: 56.08, and C5: 22.34. The average score of cognitive ability showed that students' cognitive abilities were still below the criteria for completeness set in the invertebrate zoology course. [ABSTRACT FROM AUTHOR]

Universities are active agents of social change through knowledge, providing citizens with the necessary abilities to face professional challenges. This work aims to evaluate and analyse the adaptation of emotional regulation in learning situations of group work in virtual and hybrid (virtual and presential) environments, of a group of students of Physical Activity and Sport Sciences belonging to a Chilean university and a Spanish university. Method: A total of 107 students from a Chilean university and a Spanish university, all of them enrolled in the degree in Physical Activity and Sport Sciences, participated in the study. The instrument used was the Adaptative Instrument for Regulation of Emotions questionnaire. Results: The analysis of the data shows that there are some significant differences (p ≤ 0.05), between the groups of students who worked virtually and those who worked in hybrid situations, in the aspects related to personal motivations (learn from my classmates, not to disappoint my working group, and enjoying the experience of working in a group). The students who worked online resolved conflicts mainly through individual regulation mechanisms with significant differences in relation to the students who worked in hybrid mode. No significant differences were found in the socioemotional challenges or in the balance of the metacognitive experience. Conclusion: The group that worked in hybrid learning valued group purposes over personal purposes and used the social regulation mechanism over individual regulation in conflict resolution. On the other hand, the group that worked virtually valued group and personal purposes equally and used the mechanism of individual regulation and social regulation to solve difficulties. Differences between students who worked in virtual and hybrid environments may be due to greater social interaction and group dynamics in hybrid environments, as well as differences in culture and access to resources and technology. [ABSTRACT FROM AUTHOR]

Agency often consists in performing actions and engaging in activities that are successful. We pour glasses, catch objects, carry things, recite poems, and play instruments. It has therefore seemed tempting in recent philosophical thinking to conceptualise the relationship between our agentive abilities and our successes as follows: (Success) S is exercising their ability to ϕ only if S successfully ϕ-s. This paper argues that (Success) is false based on the observation that agency also often consists in making mistakes. We bungle things. We spill water, we miss objects thrown at us, we drop things, misremember lines, and mess up songs. I argue that these mistakes, doings that fall short of being a φ-ing, can only be understood as subpar exercises of the ability to φ. Since this understanding is incompatible with (Success), the thesis should be given up. [ABSTRACT FROM AUTHOR]

In this paper I will discuss some logical problems of omnipotence which go beyond the classical paradoxes of this notion. I will present a refined version of Fitch's paradox of omnipotence which takes into account the distinction between basic and derived actions, as well as the distinction between one's being able to do something and it being metaphysically possible that one does it. I will also explain how to modify the paradox to obtain a liar-like version of it which threatens the consistency of certain notions of omnipotence. Lastly, I will assess some possible replies available to the theist and an attempt to use the paradox as an argument for God's existence. [ABSTRACT FROM AUTHOR]

Background: The evaluation of the development of a student's abilities and skills through a learning activity is a topic strongly questioned by the education system in Mexico. Several instruments have been developed to achieve said evaluation. However, these involve both qualitative and subjective assessment, thereby avoiding the possibility of unambiguously verifying the development of a student's aptitudes. Methods: We developed a new instrument composed of an integrated instruction and a dynamic fuzzy inference system. Integrated instruction is a table that contains a set of instructions and a set of indicators that make it possible to evaluate knowledge, procedure, and attitude without establishing qualitative or subjective criteria to rank them. The dynamic fuzzy inference system assesses indicators under a criterion to demonstrate the development of a student's abilities and skills. Results: The method was applied to three different learning activities, where the assessment was precise and transparent for the student, contributing to an extraordinary identification of the acquainted knowledge, procedure, and attitude that the student displayed to develop the activity. Conclusions: Our instrument evaluates the development of abilities and skills without ambiguity or subjectivity, making efficient feedback possible and allowing it to be perfected without difficulties for future adaptations. [ABSTRACT FROM AUTHOR]

In this paper, we consider recent attempts to metaphysically explain agentive modality in terms of conditionals. We suggest that the best recent accounts face counterexamples, and more worryingly, they take some agentive modality for granted. In particular, the ability to perform basic actions features as a primitive in these theories. While it is perfectly acceptable for a semantics of agentive modal claims to take some modality for granted in getting the extension of action claims correct, a metaphysical explanation of agentive modality cannot, at least not in the way that conditional approaches to agentive modality do. We argue that this problem was present even in the classical conditional analysis. By a pessimistic induction, we suggest that, probably, no conditional approach to agentive modality will succeed. [ABSTRACT FROM AUTHOR]

Cybersecurity educational endeavours are nowadays of interest to public and private institutions as proven by the fact that multiple academic and training formats are available in academia and professional organizations. Given that cyberintelligence developed as a subfield of both intelligence and national security and cybersecurity, education and training are needed to form intelligence analysts that deal with cybersecurity threats in intelligence and national security organizations. Our main objective is to validate and prioritize a set of cybersecurity and intelligence competences that can be used in education and training endeavours for the cyberintelligence analysts in intelligence and national security organizations. Our results show that the high-priority competences for this type of professionals are a mix between intelligence and cybersecurity competences, most prevalent being the analytical and contextual dependent ones. In our article, we also elaborate on examples of educational practices that can be applied to high priority competences. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

This article reflects the author’s views on the significance of art, in its integral entirety, as a basic factor in the formation of key competences in children and students. The concepts of competences, abilities, education through art, as well as the specific goals of visual art education in the various educational stages indicated in the normative documents – from preschool education to high school education – including the areas of competence for each of them are considered. [ABSTRACT FROM AUTHOR]

IntroductionIn transitioning from Industry 4.0 to the forthcoming Industry 5.0, this research explores the fusion of the humanistic view and technological developments to redefine Continuing Engineering Education (CEE). Industry 5.0 introduces concepts like biomanufacturing and human-centricity, embodying the integration of sustainability and resiliency principles in CEE, thereby shaping the upskilling and reskilling initiatives for the future workforce. The interaction of sophisticated concepts such as Human-Machine Interface and Brain-Computer Interface (BCI) forms a conceptual bridge toward the approaching Fifth Industrial Revolution, allowing one to understand human beings and the impact of their biological development across diverse and changing workplace settings.MethodsOur research is based on recent studies into Knowledge, Skills, and Abilities taxonomies, linking these elements with dynamic labor market profiles. This work intends to integrate a biometric perspective to conceptualize and describe how cognitive abilities could be represented by linking a Neuropsychological test and a biometric assessment. We administered the brief Neuropsychological Battery in Spanish (Neuropsi Breve). At the same time, 15 engineering students used the Emotiv insight device that allowed the EEG recollection to measure performance metrics such as attention, stress, engagement, and excitement.ResultsThe findings of this research illustrate a methodology that allowed the first approach to the cognitive abilities of engineering students to be from neurobiological and behavioral perspectives. Additionally, two profiles were extracted from the results. The first illustrates the Neuropsi test areas, its most common mistakes, and its performance ratings regarding the students' sample. The second profile shows the interaction between the EEG and Neuropsi test, showing engineering students' cognitive and emotional states based on biometric levels.DiscussionsThe study demonstrates the potential of integrating neurobiological assessment into engineering education, highlighting a significant advancement in addressing the skills requirements of Industry 5.0. The results suggest that obtaining a comprehensive understanding of students' cognitive abilities is possible, and educational interventions can be adapted by combining neuropsychological approaches with EEG data collection. In the future, it is essential to refine these evaluation methods further and explore their applicability in different engineering disciplines. Additionally, it is necessary to investigate the long-term impact of these methods on workforce preparation and performance.

It is heartening to realise that Christianity is inclusively membered by differently abled people. Paradoxically, although the Church has cared for, and engaged with persons living with disabilities (PWDs) throughout history, African Church leadership has been exclusively made up of predominantly identically abled persons. Researchers report that ecclesial, infrastructural, leadership, and ministerial structures do not accommodate PWDs, mainly because of misunderstandings about disabilities, discriminatory traditions, hermeneutics and theologies. Disabilities are often generalised as repercussions of disobedience, sin, curses or defeat by evil spirits and witchcraft. Consequently, PWDs are misjudged as lacking abilities to be effective ecclesial leaders. While calls for inclusivity are loud globally, little research has been done to reconcile disabilities and abilities in ecclesiology and Christian leadership. If the Church merely proclaims but neglects demonstrating inclusivity, the gospel can be mistaken as paying hypocritical lip service in this regard, and rendering the Church exclusive, insensitive and imprisoning when it should be inclusive, sensitive and liberating for everyone, regardless of their impairments and (dis)abilities. Drawing from the inclusivity of Jesus Christ, missionary demands of the Church to minister to, with all creation as well as eschatological reflections, under grounded theory and reviewing related literature, this article unpacks the significance of inclusivity, identifies (dis)abilities and argues that Church authorities should consider, appreciate, accommodate, empower, develop, and enable PWDs to be part of ecclesial leadership for inclusionary transformation in and beyond Church walls. Contribution: This article advances transformational inclusivity in ecclesiology and Christian leadership.

Knowledge and ability represent the crucial requirements for an individual nowadays. Knowledgeable people find it easier to solve problems and overcome difficult situations. Knowledge is a valuable commodity in the modern world which, if updated regularly, never goes out of style or significance. The paper explores the concept of competitiveness of knowledge in the context of the Fourth Industrial Revolution and how it impacts an individual's social and economic standing. As a result of the revolution, which is brought about by the development of digital and nanotechnology as well as artificial intelligence that permeates every aspect of a social being, new roles are imposed on individuals. The knowledge and skills that people should possess in today's world are discussed, along with how they relate to technology advancements. Learning is the potential energy of a person capable of accepting rational needs as motivations and transforming them into actions through activity. Since everyone has a unique personality and learning is an individual act, everyone acquires knowledge in their own way. Learning occurs continuously throughout life, connects to all human endeavors, validates an individual's resolve, and enables the selection of a value system and way of life. Throughout history, learning needs have changed, grown, and been greatly impacted by the social environment. The intersection of various learner characteristics with the situations that shape an individual's life and interests is known as the culture of learning. To address problems with content presentation and learning style, an individual can shift from one form and method of learning to another, as well as from one location to another. We are discussing various learning patterns that point to the most successful, advantageous, and adaptable learning ranges. They represent the state of knowledge in the most significant spheres of life and action at any given time. They line up with societal norms. However, learning varies not only among individuals but also among societies, cultures, and civilizations. Science, education, learning, and knowledge are the most reliable foundations for the future. Changes that are more profound than any other in human history have resulted from the abrupt leap in social development and the evolution of the Third to the Fourth Industrial Revolutions. Thanks to digital media and the Internet, society is becoming a "global village" where information can be accessed in a split second. A person is exposed to a large amount of information every day and their working environment is ever-changing. Man is compelled to adjust to the new environment as modern means assume his roles. Being open to change and improvement throughout one's life is one of the best ways to stay competitive in the labor and knowledge markets, if not the only one. Lifelong learning and being open to change and improvement are two, if not the only, ways that an individual can stay competitive in the labor and knowledge markets. Gone are the days when a person began and ended his career at the same place of employment. The imperatives of the modern era are the knowledge society and the learning society. They include the entire vertical of the educational system, the economy, and all social and economic structures. A society that prioritizes lifelong learning, makes learning content available, provides conditions for learning, and supports the individual to balance work and learning is essential in the modern world. To prepare today's students for the workforce of the future and the society they will inhabit, it is imperative that the current educational systems be updated. This shift necessitates modifying the learning content to include the human and technical skills required to create inclusive, growing economies. To enable the creation of a comprehensive education system, significant changes can only take place if there is collaboration among education ministries, educators, and the private sector.

Background. Identification of typological differences in abilities of students studying in various areas of specializations at university allows us to predict the trajectory of their development in professional preparation. Objective. The purpose of the study is to identify and analyze typological differences in the general and special abilities of bachelors in preparation for socionomic professions. Sample. The study has been conducted in 2021–2022 academic years for 98 1–4 courses’ students studying in the area of specialty 39.03.02 Social work. Methods. The methods used included tapping test in M.K. Kabardov’s modification, a questionnaire of professional preferences by J. Holland, M. O’Sullivan and J. Guilford test, SMRP (SMIL), R. Kettell’s questionnaire, the techniques by L.P. Kalininsky (COAP), and T. Leary’s technique. Results. The general and special abilities are established. The natural basis of the general abilities (motor indicators), cognitive (social intelligence), and personal characteristics (optimism, extraversion and responsiveness) of students, characteristic of all courses, are found. Differences in special abilities are revealed: in the 1st year, sensitivity and pessimism prevail; in the second year dependence (there is no independence) and responsiveness are observed; in the 3rd efficiency, focus of consciousness on the social goals of activity, dominance and self-confidence are identified; in the 4th research and conventional professionally oriented personality types’ abilities and traits such as social responsibility, ability to analyze and structure activities, independence are developed (0.01 < p < 0.05). A common type for all courses is “social”, characterized by cooperativeness, the ability to interact with people, psychological tact. From the 1st to the 4th year, there is a clear identification of the social worker’s profile and an increase in readiness for socionomic professions (p < 0.05). Conclusion. It is shown that when preparing for socionomic professions, the most significant signs of the development of general and special abilities are four factors: natural prerequisites (primary-signal or second-signal type of higher nervous activity (HNA)) and social (cognitive and professional) characteristics of the individuals. Typological differences in component combinations of general and special abilities, determined by the orientation of the activity of the individual and the learning conditions, are revealed among students of different courses studying in the specialty "Social Work".

This study aims to identify the employability skills of graduates passionate to join the banking industry in Pakistan. Eleven factors related to employability skills are included explicit knowledge, tacit knowledge, hard skills, soft skills, intellectual abilities, physical abilities, conscientiousness, agreeableness, emotional stability, openness, and extroversion. Managers are requested to indicate the importance of these skills for graduates willing to join the banking industry and share their satisfaction related to the tasks done by the fresh banking graduates under their supervision. The study uses Mean, Standard deviation, One Sample T-test and Coefficient of variation to rank each skill by managers. Results of the study reveal that 'openness', 'tacit knowledge and 'consciousness' ranked in the top three positions as far as the employability skills required in the banking sector, where as 'physical ability’ is ranked lowest. This study's results are imperative for bank managers and educational institutions to guide and train graduate according to the market needs and skills requirements.

Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students' diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating for low abilities, (d) enhancing abilities, and (e) addressing the abilities in joint learning. The proposed job-ability framework for inclusive teaching practices is substantiated in a video study of 25 mathematics lessons on percentages with the same curriculum material. In total, rather than 50, 133 different inclusive teaching practices were identified in 3862 sequences and structured into 20 cells. They address four abilities (from most often to least often): (1) selective attention/working memory, (2) mathematical pre-knowledge, (3) language proficiency, and (4) metacognitive regulation. The large variance of enacted practices identified within and between lessons calls for professional development that elicits, leverages, and extends the repertoire of practices. While the reported frequencies are specific to the chosen teaching unit, the job-ability framework can be transferred to other subject-matter classrooms and used in professional development programs. [ABSTRACT FROM AUTHOR]

Copyright of Szkoła Specjalna is the property of Akademia Pedagogiki Specjalnej im Marii Grzegorzewskiej 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 UCV Hacer is the property of UCV Hacer 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 Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

The article deals with the translation agencies and their requirements imposed on translators. It explains how translation agencies operate and how translation process works in these agencies. The article also discusses translator's competences based on the EMT framework. The empirical part explores the requirements imposed on translators by translation agencies. It aims at finding out what potential translators should know in order to meet the agencies' criteria. In the end, the translators' profile is created. Based on the research results, it can be stated that language knowledge is essential; however, translator's general and specific knowledge is considered very important as well, together with computer skills and certain personal characteristics such as reliability and communicativeness. The aim of the article is to discover what type of knowledge, competences and skills should potential translators have so as to meet the translation agencies' requirements; and the development of what skills consequently needs to be incorporated into the curriculum and training of future translators. [ABSTRACT FROM AUTHOR]

The objective of this research was to identify the main factors of influence and their level in terms of framing 'Ștefan cel Mare' University of Suceava into the pattern of the sustainable university. Firstly, we have thoroughly examined the literature and correlated it with the local practices in entrepreneurship and education. This resulted in a set of key issues which we have investigated as variables throughout a questionnaire that has been applied to 348 students from 'Ștefan cel Mare' University of Suceava (USV) in Romania. By running the Principal Components Analysis (PCA) in SPSS, we have identified which type of academic skills and competencies acquired by students are influencing the development of the university and the development of students' entrepreneurial abilities. Results indicated that a high degree of material resources available to use by respondents is associated with a high level of academic training, thus this should be a good strategy to intensify. For the second part of the analysis, we have applied the logistic regression method to measure the combined influence of factors identified throughout the PCA. Statistical analyses showed that respondents who recorded higher interactions related to the university context gained higher entrepreneurial skills and competencies. [ABSTRACT FROM AUTHOR]