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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]

I examine two related arguments for the claim that if God is omnipotent, God cannot lack abilities such as the ability to do evil or to act irrationally. Both arguments concern the idea that omnipotence is inconsistent with being dominated with respect to abilities. I raise new issues in the formulation of such dominance principles about ability, and attempt to solve them. I also discuss and reject existing objections to these arguments. I conclude that these arguments are promising but not conclusive, and that important work remains to be done in formulating the relevant dominance principles. [ABSTRACT FROM AUTHOR]

Whilst the world is witnessing the impact of technology proliferation on human lives and livelihoods, the personal safety of women, though paramount, is still technologically under-addressed. This study empirically investigated the perception of Indian women (N = 210) towards personal safety apps and their intention to accept them to ensure personal safety. This study uniquely blended the Fogg behaviour model, which comprises motives, abilities and triggers, with the Technology Acceptance Model (TAM), which comprises perceived usefulness, ease of use and behavioural intentions. Structural equation modelling using SmartPLS 4 was used to analyse the model. Some exciting outcomes emerged from this study. The motives namely subjective norms, facilitating conditions and perceived trust, significantly impacted women's perceived usefulness of personal safety apps, while the perceived risk was insignificant. The significant impactors of women's perceived ease-of-use of personal safety apps include the abilities of self-efficacy and technology stress, but exclude perceived behavioural control. With regard to the trigger, only response efficacy impacted women's behavioural intentions to use personal safety apps, while the magnitude of noxiousness and exposure expectancy did not. Women's perception of the usefulness and ease of use of personal safety apps significantly impacted their behavioural intentions, ultimately impacting their perception of personal safety. Further, this study presented implications to theory and practice before concluding by stating research limitations and future directions. [ABSTRACT FROM AUTHOR]

The South African education sector and businesses are concerned about whether higher education institutions could meet the demands and expectations of the labor market in the context of the fourth industrial revolution (4IR). Hence, it becomes essential to examine the perceived employability of work-integrated learning graduates within businesses in the context of the 4IR. This study seeks to examine employees’ perceptions of the influence of graduates’ abilities, self-efficacy, and effectiveness of work-integrated learning on their employability in the context of 4IR. The sample was obtained from employees from four South African firms (Syntech Ltd, Centrevo Ltd, Outsurance Ltd, and First National Bank Plc) in the information technology, sales, insurance, and banking industries. This study used a cross-sectional questionnaire. Of the 200 surveys randomly floated, 196 were fitting for scrutiny, cleaning, and analysis. Consequently, this study found that South African employees perceive graduates’ employability as being significantly and positively influenced by their abilities (β = .802, p < .001), self-efficacy (β = .815, p < .001), and work-integrated learning (β = .864, p < .001). In the third-step model, these three factors substantially impacted graduates’ employability more than other likely combination matrices. Therefore, 97% of South African graduates are perceived employable in the fourth industrial revolution era due to their abilities, self-efficacy, and participation in work-integrated learning. This investigation concludes that in the 4IR, the employability of South African graduates is mainly impacted by their self-efficacy, abilities, and the effectiveness of work-integrated learning. AcknowledgmentsWe thank the Department of Industrial Psychology and People Management at the University of Johannesburg’s College of Business and Economics for funding this study and its publication.

The aim of our research is to show psychological peculiarities of use of dia­logical forms of control of knowledge, skills and abilities of students at the les­sons of the English language. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The experimental method was used as the method of organizing empirical research. The results of the research. So, we single out the main norms and principles of organizing dialogic influence: emotional and personal openness of partners of communication; psychological orientation to actual conditions of each other; trustworthiness and openness of expression of the person’s feelings and states. Therefore, in the process of a dialogue two personalities begin to form a com­mon psychological space and time span, forming an emotional “being together”, in which interaction in general, object, monologic sense no longer exists, and in its place a psychological unity of subjects appears. Such conditions of the exis­tence of people contribute to the development of their creativity and the disclo­sure of the personality. Conclusions. We proved that a Dialogue has a positive effect on the emer­gence and development of contacts between people. We believe that a dialogue is the highest level of the organization of communication, because it is charac­terized by a positive personal attitude of subjects to each other, their “open” address and behavior towards partners of communication. It is indisputable that a dialogical interaction between a teacher and a student in the process of schooling stimulates internal dialogues in the minds of partners of communication, which in turn has a positive effect on the mental and personal development of students.

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.

Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technology-enhanced assessments through computer-based testing and language learning apps. By examining the effectiveness, advantages, and limitations of each method, the article provides valuable insights into how these diverse tools can be integrated into a comprehensive assessment strategy. The ultimate aim is to offer educators a detailed understanding of assessment practices to enhance language teaching and learning outcomes, ensuring that students are accurately and fairly evaluated in their English language proficiency.

Background and Study Aim: Coordination skills are an important indicator of success for young athletes in team sports. Therefore, the methods used to monitor these skills should include reliable and valid tests of coordination. The purpose of this study is to identify ways to improve the monitoring of coordination abilities in young basketball players aged 13-14 years. Material and Methods: Basketball players aged 13-14 years participated in the study (n=35, training experience - 3-5 years). Twelve tests were used to assess the level of technical and tactical preparedness of the athletes. The reliability of these tests was evaluated by determining the correlation coefficients between the results of the first test and subsequent tests. The criteria for the informativeness of the tests were based on the experts' rank assessments of the coordination and technical preparedness of young basketball players. A 10-point scale was used for the expert assessment of players' technical skills, with each indicator evaluated from 1 to 10 points. Results: The data obtained indicate that all selected tests demonstrated reliability with correlation coefficients above r = 0.5. Tests assessing muscle effort, adjusting motor activity, sense of rhythm, spatial orientation, and reaction speed showed reliability coefficients sufficient for both individual and group assessments (r > 0.70). Slightly lower reliability coefficients were observed in the time taken to perform individual motor tasks. The validity of the tests was evaluated based on ratings of coordination and technical readiness, as well as overall test battery ratings. In most cases, the validity was not lower than r = 0.3, with some tests exceeding r = 0.5. The correlation coefficient between grades and the total rank score based on the coordination test battery ranged from r = 0.5 to 0.7. The coefficient of concordance showed a high level of agreement among experts regarding the effectiveness of the technical and tactical actions of young basketball players. Conclusions: The conducted study demonstrated the importance of developing and monitoring the coordination abilities of young basketball players during adolescence. The use of several homogeneous tests to assess each individual coordination ability allows for a more reliable evaluation. The need to identify specific types of coordination skills that play a key role in competitive basketball activities has been emphasized. Additionally, the use of a latent indicator in evaluating the coordination abilities of young basketball players will contribute to optimizing a differentiated approach in the training process. [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]

This article is based on an empirical study conducted between February and May 2023, employing methods such as online questionnaire surveys, content analysis of school websites, and secondary analysis of regulatory documents in the field of education in Russia and France. These documents include materials from organizations, centers, and other structures addressing issues related to vocational guidance, employment, training, and the development of student mobility in secondary schools and colleges. The work highlights the scientific problem of considering students' personal interests, inclinations, and abilities as a critical factor in selecting a university training program. The study revealed differences between Russian and French applicants in terms of the importance attributed to institutional, social, and personal factors when choosing a university course. Both Russian and French applicants place equal emphasis on institutional factors when deciding on a course of study. However, French applicants prioritize personal motives, such as self-realization, self-development, interesting future work, and the potential to build a successful career. Conversely, Russian applicants are more influenced by social factors, including entrance exam results, the prestige of the university, the potential to secure a well-paying job after graduation, and future high earnings. French applicants tend to make more balanced and informed decisions, leveraging their existing abilities to secure fulfilling future employment, achieve self-actualization, and develop successful careers. [ABSTRACT FROM AUTHOR]

PURPOSE: Human resources (HR) analytics systems, powered by big data, AI algorithms, and information technology, are increasingly adopted by organizations to enhance HR's impact on business performance. However, despite the widespread acknowledgment of the importance of "analytical skills" among HR practitioners in successfully implementing HR analytics systems, the specific nature of these skills remains unclear. This paper aims to address this ambiguity by firstly clarifying the concept of "analytical skills," secondly identifying skill gaps that may hinder the effective utilization of computer-assisted analytics among HR practitioners, and thirdly advocating for standardization in the understanding of "analytical skills" within the business context, particularly within HR. METHODOLOGY: We examine business "analytical skills" through the theoretical framework of the knowledge, skills, and abilities (KSA) included in the Occupational Information Network (O*NET) content model. Using data from the O*NET database, occupations were classified into Human Resource Management (HRM) and Analytical occupations. Then, we identified the top highly required KSAs in analytical occupations and compared their levels with those of HRM occupations to pinpoint potential gaps hindering the effective utilization of HR analytics. FINDINGS: Using the O*NET database, which describes work and worker characteristics, we establish the highly required analytical KSAs in the business analytics context that might be labeled "analytical skills". Then, the gap analyses reveal that important analytical KSAs, such as knowledge of sales and marketing, skills in operations analysis, and abilities in mathematical and inductive reasoning, are not expected from HR occupations, creating serious barriers to HR analytics development. In general, we have found that while HR practitioners possess some of the necessary analytical KSAs, they often lack in areas such as mathematics, computers, and complex problem-solving. IMPLICATIONS: Our findings underscore the need for standardization in HR analytics definitions, advocating for the adoption of the O*NET content model as a universal framework for understanding HR analytical knowledge, skills, and abilities (KSAs). By identifying critical analytical KSAs, our research can assist HR departments in improving training, recruitment, and development processes to better integrate HR analytics. Furthermore, we identify significant gaps in analytical skills among HR practitioners, offering potential solutions to bridge these gaps. From a theoretical perspective, our precise definition of HR "analytical skills" in terms of analytic KSAs can enhance research on the effects of HR analytics on organizational performance. This refined understanding can lead to more nuanced and impactful studies, providing deeper insights into how HR analytics contributes to achieving strategic business goals. ORIGINALITY AND VALUE: Our research offers three original insights. First, we establish a standard for HR analyst skills based on the O*NET content model, providing a clear framework for the essential knowledge, skills, and abilities required in HR analytics. Second, we identify significant analytical gaps among HR professionals, highlighting areas that need development and attention. Third, we recognize the necessity for closer cooperation between HR and professional analysts, emphasizing that such collaboration is crucial for maximizing the benefits of computer-assisted HR analytics. These insights ensure that HR analytics can move beyond being a management fad and have a real, lasting impact on business outcomes. [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]

Soft skills are the foundation of a solid and consistent lifelong education in a changing world. Students’ self-reported achievement motivation is a good indicator of their level of self-awareness. A rigorous assessment of the process’ results is necessary for an effective soft skill education program. There are significant flaws in the way the university’s curriculum handles soft skill assessments. Therefore, the question is: given the resources at hand, how can one properly ascertain which soft skills requirements change the most over a university education? To identify changes at the start and finish of studies and prepare instruction for soft skill suggestions during university studies, this study intends to measure the differences in self-assessment indicators of students’ creativity, critical thinking, and communicative abilities in university settings. The purpose of this study is to verify a variety of tools for assessing students’ soft skills and figure out how effectively they can recognize variations throughout multiple university study stages. This could aid in the preparation of recommendations for soft skill instruction in courses, which could be beneficial for university graduates’ future employment. Among first- and last-year university students, a self-assessment study on soft skills was conducted. The results show that students’ soft skills are not equally impacted by their university education. The critical thinking abilities of first- and fourth-year students only tend to improve but do not differ reliably.

Motivated by the rapid advancement of large language models (LLMs), this study explores the potential impact of them on agricultural labor market. Starting from the task level of each of the 15 selected occupations, their exposure to LLMs was assessed by rating the extent to which the required abilities are aligned with those of LLMs, taking also into account the importance of the abilities in each occupation. Findings indicate that while LLMs can significantly enhance cognitive functions, they cannot fully replace the physical, psychomotor, and sensory abilities. As a consequence, while certain tasks are either partially or highly susceptible to LLM implementation, a considerable proportion, involving manual responsibilities, remains largely unaffected. It was seen that occupations heavily reliant on data are at greater risk of substitution. Conversely, some occupations will probably experience an augmenting effect, as LLMs will automate certain cognitive routine tasks, freeing up human workers to focus on more creative non-routine aspects. Furthermore, a negative correlation between exposure to LLMs and exposure to robotization was found highlighting the interconnected dynamics between these two variables within the analyzed context. In conclusion, although LLMs can offer substantial benefits, their integration necessitates careful consideration of their inherent limitations to maximize efficacy and mitigate risks in the agricultural sector.

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]

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 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 Journal of Misan for Physical Educational Sciences / Magallat Mi-San Li-ulu-M Al-Tarbiyat Al-Badaniyyat is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.

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 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]

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]

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]

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]

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]

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]

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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]