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We discuss 1D, 2D and 3D bifurcation diagrams of two nonlinear dynamical systems: an electric arc system having both chaotic and periodic steady-state responses and a cytosolic calcium system with both periodic/chaotic and constant steady-state outputs. The diagrams are mostly obtained by using the 0–1 test for chaos, but other types of diagrams are also mentioned; for example, typical 1D diagrams with local maxiumum values of oscillatory responses (periodic and chaotic), the entropy method and the largest Lyapunov exponent approach. Important features and properties of each of the three classes of diagrams with one, two and three varying parameters in the 1D, 2D and 3D cases, respectively, are presented and illustrated via certain diagrams of the K values, − 1 ≤ K ≤ 1 , from the 0–1 test and the sample entropy values S a E n > 0 . The K values close to 0 indicate periodic and quasi-periodic responses, while those close to 1 are for chaotic ones. The sample entropy 3D diagrams for an electric arc system are also provided to illustrate the variety of possible bifurcation diagrams available. We also provide a comparative study of the diagrams obtained using different methods with the goal of obtaining diagrams that appear similar (or close to each other) for the same dynamical system. Three examples of such comparisons are provided, each in the 1D, 2D and 3D cases. Additionally, this paper serves as a brief review of the many possible types of diagrams one can employ to identify and classify time-series obtained either as numerical solutions of models of nonlinear dynamical systems or recorded in a laboratory environment when a mathematical model is unknown. In the concluding section, we present a brief overview of the advantages and disadvantages of using the 1D, 2D and 3D diagrams. Several illustrative examples are included. [ABSTRACT FROM AUTHOR]

The discovery of antibiotics remains one of the greatest achievements of the last century. Unfortunately, due to their overuse and misuse, the occurrence of resistance to antibiotics has become one of the most pressing dilemmas for human public health. Many sources of antibiotic resistance are known, including agriculture, animal husbandry, hospitals, sewage treatment plants, and potentially, cemetery soil. There is lack of sufficient evidence on the contribution of the cemetery soil in the introduction of antibiotic resistance into the environment; therefore, this issue needs to be explored. Here, we review the most important pathways for the transfer of antibiotic-resistant microorganisms and their genes and the main factors influencing the spreading efficiency. Unlike other studies on this subject, the article focuses on an area that seems to be overlooked, the cemetery soil environment. The presented data highlight the importance of cemetery soil in the spread of antibiotic-resistant microorganisms and their genes into the environment, which may help identify appropriate solutions to combat this problem more effectively. In addition, the review describes their potential importance in the escalation of the antibiotic resistance phenomenon, along with different methods of combating antimicrobial resistance. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the research was to identify employers' expectations regarding the hard and soft competencies of economics graduates. Design/methodology/approach: The research was conducted in 312 companies in the Małopolska region that employ graduates of economic studies. The survey was cross-sectional and consisted of collecting opinions directly from employers in various industries, representing companies of different sizes, as well as various institutions. Computer-assisted surveying (CAPI method) and telephone survey (CATI method) were used as research tools. The results of the study were subjected to statistical analysis. Findings: Employers consider soft competencies of economics graduates more important than hard competencies. The most desirable soft competencies are responsibility, ethical conduct, ability to organize own work and ability to communicate effectively. Among hard competencies, employers consider subject matter knowledge in marketing, accounting and finance, logistics, personnel management and information technology, IT skills (such as office packages, e.g. MS Office) and analytical skills (information and data processing, reasoning) to be the most important. For the most part, differences in the perceived importance of competencies by employers of business graduates do not depend on the size of the company, the industry, or the percentage of business graduates employed at the company. Research limitations/implications: Further research will be related to identifying the competencies required from the perspective of new challenges, such as digitization and the replacement of human labor by artificial intelligence. Practical implications: Findings from the research can help align the educational offerings of economics degree programs with current labor market expectations. In addition, the results of the research can provide valuable information for students who are planning their careers and want to know what employers expect in terms of competencies. Originality/value: The result of the research is the ranking of expected competencies according to employers, as well as the determination of the relationship between hard and soft competencies of economics graduates. [ABSTRACT FROM AUTHOR]