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This paper studies the impact of gender on the interest in engineering and technical subjects of the students in the first courses of secondary education. A statistical analysis was carried out, analyzing the use of a free virtual-reality application, developed by the 3M Foundation, which aims to bring these subjects to the students. Non-parametric statistical methods were used to analyze several variables, such as repetition of the experience, new learning and knowledge reinforcement as well as learning in different ways, which were collected through two questionnaires. These were "Pre" and "Post" the playing of the game and later, subsequently validated. This analysis demonstrated that gender has an impact on the interest of the students in engineering and technology but it does not have any influence on the rest of the studied variables. The results show that the interest of girls could be increased through group activities. Age has only influence on the desire to repeat the experience, with a varied level of influence, in the case of the technological contents. The motivational factors that have a greater influence on each variable, "innovation" and "usefulness", were also analyzed.

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Despite the progress made by the countries of the Middle East and North Africa (MENA) region in terms of gender equality and social and, above all, educational emancipation, today there are still disparities in terms of the participation of women in the labour market. This paper proposes a descriptive and qualitative analysis of the situation of women in two MENA countries, which are Algeria and Morocco, and of the socioeconomic factors that hinder their autonomy in the field of work. As a result, the role of the family and the social environment on women is emphasised so that they could be active members of society and consequently become an additional labour force trained for the growth of the region, is emphasised, but it is condemned for the achievement of this triple challenge: education, professional integration, and economic empowerment. [ABSTRACT FROM AUTHOR]

Frontline health workers are the backbone of effective health systems - they are often based in the community and come from the community they serve, they play a critical role in providing a local context for proven health solutions, and they connect families and communities to the health system. Supartini (2022) resolute that nurses can create a more comfortable and comforting environment for the patients they serve especially in times of uncertainty. Undesirably, as the Philippines scuffled with the effect of the COVID-19 pandemic, the Department of Health is filling up the slots for much-needed healthcare workers in both the private and public sectors to help the country battle the COVID19 pandemic (Department of Health, 2020). Likewise, Tomacruz (2021) mentioned the government is also facing another battle that health workers groups warned mass resignations and protests could take place in hospitals across the country if the government does not fulfill its promise to improve support for the sector. Hence, American Nurses Association (2020) denounced nurses may struggle with the call and may choose not to respond. Consequently, nurses account for the biggest chunk of hires by profession. This study aimed at understanding and unveiling into the grey: the lived experiences of clinical instructors turned frontliners in the now normal. The researcher utilized the phenomenological research design to understand and explore the lived experiences of clinical instructors as frontliners in the now normal. The substantial outcomes of the study as to the lived experiences of clinical instructors turned frontliners in the now normal: ten (10) themes shared reality pertained to the lived experiences of clinical instructors turned frontliners in the now normal. It was disclosed that achieving professional goals, financial support and selfdevelopment, fulfilling job, shaping the lives of young people vs. providing hands on care for patients, intense physical and emotional pressure, work commitment and dedication, competitive pay was livened and appreciated by the clinical instructors who left the academe and served as frontliners in now normal. Moreover, coping mechanisms with demands and challenges of respondents involved prioritizing, time management, benefits, adaptability and self-care. [ABSTRACT FROM AUTHOR]