Vineyard or olive garden: an investment decision

The biodiversity of the agroecosystem leads to changes in the Floristic composition, diversity, and abundance of weed species in crop and orchard farms. The present study is considered the first attempt to categorize, evaluate, and document the diversity of weed populations among different grape farms in Tayma, Tabuk region, Saudi Arabia. The results of ANOVA showed that the number of weed species varied significantly across the six grape farms. During six grape farms under study, 30 weed species belonging to thirteen families and 28 genera were recorded. In total, twelve weed species belong to the Poaceae family with a rate of 40%. While the other families are represented either by one or two species with rates of 3.3% and 6.7%, respectively. Biogeographic origins analysis showed that the Tropical area represented 23.3% of total weed flora, followed by Saharo Arabian (16.7%), Mediterannean-Euro Siberian-Irano-Turanian (13.3%) and American (10.0%). Therophytes were the dominant life forms with a rate of 66.7%, followed by Hemicryptophyte (20.0%), Geophyte (6.7%), and Chamaephyte (6.7%). A total of 16 and 14 weed species belong to the annual and perennial life span, respectively. Also, the grass and herb habits represented 40% and 60% of 30 weed species, respectively. According to the abundance score, the most common weed species of those grape farms in the region study are Cynodon dactylon, Desmostachya bipinnata, and Setaria verticillata, they belong to the Poaceae family. Based on the presence and absence of weed species in grape farms, the Principal Component Analyses (PCA) show that the grape farms and weed species (into two groups) are distinguished mainly along the first two components. Also, positive correlations were observed among most grape farms, according to PCA. Generally, more studies on the ecological aspects and floristic composition of weed species in grape farms are also needed.

This paper reports on a survey of perceived problems in the provision of orthodontic education at the stages of undergraduate, postgraduate, and continuing professional education (CPE) in 23 European countries in 1997. A questionnaire, together with an explanatory letter, was mailed to all members of the EUROQUAL II BIOMED project. Answers were validated during a meeting of project participants and by further correspondence, when necessary. The topics covered in the questionnaire were adequacy of funding, numbers of orthodontic teachers, availability of equipment, regulations, training centres, numbers of orthodontists, availability of books, journals, and information technology. Completed questionnaires were returned by orthodontists from all 23 countries. Respondents from seven countries did not answer all questions. Respondents reported a perceived almost universal lack of adequate funding for postgraduate orthodontic training (from 18 out of 20 countries) and, to a lesser extent, at undergraduate (13 out of 20 countries) and CPE levels (17 out of 21 countries). Respondents from 12 of the 20 countries reported adequate numbers of qualified teachers at undergraduate level, but only seven out of 18 at postgraduate level and eight out of 19 for CPE. Lack of suitable equipment was reported as a more frequent problem by central and eastern European countries (six out of 20 countries at undergraduate level, eight out of 20 countries at postgraduate level, and 12 out of 19 at CPE level). Too few or too many regulations were only perceived to be a problem by the respondent from one country out of 19 at undergraduate level, by seven out of 19 at postgraduate level, and by eight out of 16 at CPE level). Lack of training centres was more frequently reported as a problem by respondents from central and eastern European countries, but was generally not perceived as a problem by respondents from west European countries. Respondents from seven countries reported a lack of training centres for CPE. Respondents from six countries reported that they perceived there to be too many orthodontists at postgraduate level, from seven countries that there were an appropriate number, and from seven that there were too few. A lack of books, journals, and information technology was reported to be a problem by respondents from four out of 19 countries at undergraduate level, eight out of 20 at postgraduate level, and 10 out of 20 at CPE level. At both undergraduate and postgraduate level, the majority of respondents from central and eastern European countries reported problems with books, journals, and information technology. The results of the survey confirmed many anecdotal impressions and provided an extremely useful background against which to formulate quality guidelines for orthodontic education in Europe.

The intent of the exercise was to have a comprehensive status paper on Environmental Justice (EJ) education available on one hand and desirable on the other to be prescribed in graduate and undergraduate levels of university education in Nepal. The present evaluation reports results of a review of existing syllabi of environmental science and environmental management taught at the three major universities namely Tribhuwan University (TU), Pokhara University (PU) and Kathmandu University (KU) at Undergraduate (UG) and Postgraduate (PG) levels. A simple evaluation scheme was designed to assess the representation of topics and subtopics under the selected categories of Environmental Justice. This central information of the report is supplemented by introductory account of EJ in Nepal as an academic discipline and review account of courses provided by other universities and other considerations in design and development of EJ curriculum. Notable among the conclusions are firstly to conceive and frame the syllabi affixing EJ as an independent subject of 3 credits each or in total about 50 hours of teaching in UG and PG levels; while the UG course should be more oriented towards theoretical inputs related to scope, philosophy, definitions etc., the PG course should focus on national and international perspectives and issues along with policies and plans. A professional approach in framing PG level syllabus is suggested with a provision to take up dissertation work related to EJ. In Nepal, it is time to sustain the participatory-based judicial dispensation with an intention of effective and useful implementation of policies by stakeholders. There is an essentiality of introducing the issues related to international environmental which are not only contextual but also futuristic. The report concludes by reiterating to consider the opinion and expertise to judicial officials at the time of framing the syllabi for teaching at graduate and undergraduate levels facilitating inclusion of essential components in an adequate and appropriate measure.

Based on the climate change curriculum for universities developed by Ozor and Madukwe (Journal of Agricultural Extension 16, 2012), Chakeredza et al. (ICRAF Working Paper no. 82. World Agroforestry Centre, Nairobi, Kenya, 2009) and the climate change curricula development meeting held at Entebbe, Uganda, 2011, this paper aimed at assessing the climate change training needs of agriculture lecturers in the Niger Delta region of Nigeria with the view to provide universities management a relevant guide in planning training courses for the agriculture lecturers. Specifically, the study focused on examining lecturers understanding of the concept of climate change, their sources of climate change information, the extent of awareness on climate change made by the universities and the climate change training needs of the lecturers. One hundred and forty-four agriculture lecturers were selected using cluster sampling technique. Data were collected using structured questionnaire and analyzed with descriptive statistical tools. Mean age of the lecturers was 43 years with 63% having a doctorate degree while the rest have either masters (33%) or bachelors (4%) degree. Average number of years spent in the job was 8 years. The agriculture lecturers mainly perceive climate change to be increased intensity of solar radiation (M = 3.60) and increase in atmospheric temperature (M = 3.42). Their major source of climate change information was journal papers (74%) and internet (71%). Almost all (94%) agreed that climate change concepts is covered in some courses offered at their university at undergraduate level but none of the four universities sampled have climate change as a course of study both at the undergraduate and post graduate level. Of the five professional meetings examined, agriculture lecturers attend mainly conferences (35%) and seminars (34%). Only one university out of four used for the study has climate change posters displayed in strategic places in the university. Majority (59%) graded the general effort of their university management on climate change as low. All the lecturers agreed that they need training in the seventeen areas captured as climate change training needs with future climate models, projections, predictions and forecast (M = 3.63) and climate impacts on different areas of agriculture (M = 3.58) as the most needed area of training. Information gathered from this study will be useful to university management in planning training programme for their lecturers.

I develop a partial equilibrium agency model in a real options framework to examine how a manager with nontransferable compensation makes investment decisions in a complete world. Contrary to conventional wisdom, I find that the compensation options cause the delay of investment because the self-interested manger wants to keep the high total volatility to increase the value of his compensation options, the compound options on investment options. This result is consistent with the conclusion by Carlson, Fisher, and Giammarino (2004) that the firm becomes less risky after investment. In addition, my results provide new insight into the relationship between ownership and firm performance. Specifically, I find that the undiversified fraction of the manager's wealth concavefies the investment threshold and the value of the investment option. My decomposition of investment and exercise thresholds suggests that the idiosyncratic volatility causes the manager's subjective value reduction and early exercise of stock options, while the total cash flow volatility increases the values of both the investment and compensation options. An alternative explanation for the early exercise of his compensation option, the option on the investment option, is that the manager wants to avoid the decline of the total volatility due to the investment.

Uncertainties are one of the factors affecting investors' investment decisions. In accordance with the wait-and-see policy, which is the best option for investors in an uncertain environment, investors can postpone their investment and consumption decisions. Uncertainties especially in economic policies affect investors' decisions more deeply. In this context, the goal of this study is to test the effect of European Economic Policy Uncertainty (EPU) index, which represents uncertainties in economic policies of European countries, on BIST 100 index by Vector Error Correction Model (VECM), Johansen Cointegration and cointegration coefficient estimator FMOLS and DOLS. Monthly data between February 1988 and May 2019 were used in this study. Findings of the study, it was reached that there was a long-run interaction between EPU and BIST 100 index and the increases in the EPU index had a negative effect on the BIST 100 index. In addition, one-way causality relationship was determined from the change in EPU index to the change in BIST 100 index.

Financial literacy and investment decision are interrelated terms which have a great significance in the field of finance. This study aims at examining the impact of financial literacy on investment decision with respect to the individual investors of Nepalese share market. Financial literacy has been expressed in four dimensions- personal savings, risk tolerance behavior, investment option and financial knowledge. Two hundred and twenty- one respondents were selected by using convenience sampling method from the Koshi province of Nepal. Quantitative method of data analysis has been employed on primary data collected through structured questionnaires. Pearson correlation coefficient and ordinary least square regression model has been applied for examining the association between financial literacy and investment decision. The result of the analysis showed the positive and significant impact of personal saving, risk tolerance behavior, investment options and financial knowledge on investment decision. This study suggests to increase the level of literacy on financial matters of the individual investor to improve their potentiality in managing and investing funds in complex and everchanging financial environment in order to perform optimum investment decision.

To evaluate the impact of the Executive Training on Navigation and Survivorship (Executive Training) online training course, designed by the George Washington University Cancer Center, on nurses and other healthcare professionals. A volunteer sample of 499 healthcare professionals, including nurses and patient navigators, were recruited through multiple Internet-based channels. Participants completed questionnaires before and after each module and at the end of the training. Descriptive statistics were calculated, and paired t tests were used to assess pre- and post-test learning confidence gains for each module. Qualitative feedback from participants was also summarized. From pre- to post-test, each group demonstrated statistically significant improvements in confidence (p < 0.05) for all seven training modules. Confidence gains were statistically significant for 19 of 20 learning objectives (p < 0.05). Overall rating scores and qualitative feedback were positive. The Executive Training course prepares healthcare professionals from diverse backgrounds to establish navigation and survivorship programs. In addition, the training content addresses gaps in nursing education on planning and budgeting that can improve success.

Financial literacy has garnered significant attention in the realm of investment on a global scale over the years. This phenomenon is ascribed to its pivotal role in the process of making investment decisions. The global economy has undergone increased complexity; thus, it is imperative for each individual to engage actively and astutely in investment decision-making to effectively navigate the escalating cost of living. Numerous individuals exhibit interest in various forms of investments, finding them captivating due to the ability to make decisions and subsequently observe the consequences of those decisions. Nevertheless, not all investment endeavors yield profits, given that investors may not invariably be accurate in their decision-making. Therefore, this research sought to analyze the influence of financial literacy on the investment decisions of designated Matatu SACCO employees in Nanyuki town, Kenya. Specifically, the research involved evaluating the influence of savings techniques, debt management, financial planning, and project appraisal methods on investment decisions. Underpinning theories were information asymmetry, behavioral economics and financial education. A causal research design was employed, focusing on 8 Matatu SACCOs in Nanyuki Town, Kenya, as the units of analysis. Data was gathered from 195 employees of the SACCOs, representing various departments, utilizing a stratified sampling method and simple random sampling techniques for participant selection. The study encompassed a sample of 131 participants. Primary data was acquired through questionnaire. Descriptive analysis, correlation and multiple regression was utilized for data synthesis. The study revealed that saving techniques, debt management techniques, financial planning and project appraisal techniques had a positive significant effect on investment decisions. The study concludes that savings strategies often encourage financial literacy and education. As Matatu SACCO employees engage in saving, they may also seek information on various investment options available to them. Debt management strategies often involve education on financial planning, budgeting, and investment options enabling employees to gain a better understanding of their financial situation, which enhances their ability to make informed investment choices.. The study recommends that the Matatu SACCO should organize regular workshops focusing on financial literacy, covering topics such as budgeting, saving, and investment options. The Matatu SACCO should create a clear debt management policy that outlines acceptable debt levels, repayment schedules, and consequences of default. The Matatu SACCO should invite financial experts and successful investors to share their experiences and insights, providing real-world context to theoretical knowledge. The Matatu SACCO employees in Nanyuki town, Kenya should organize regular workshops and seminars focused on project evaluation methodologies, financial analysis, and investment decision-making.

Background. Despite successful results of implant therapy, complications occasionally occur in challenging situations.Apart from academic courses for implantology, dental associations also offer training courses for general practitioners.We sought to assess dentists' attitude towards peri-implant diseases. Methods. The subjects in thisquestionnaire-based cross-sectional study consisted of dentists participating in the annual congress of the Iranian Dental Association in 2013, whose knowledge and attitudes towards peri-implant diseases were assessed using a five-section questionnaire (implant therapy training, peri-implant soft tissue assessment, peri-implant diseases and treatment planning for peri-implant diseases). Data were analyzedwith SPSS 22, using descriptive and analytical methods. Results. The results showed that due to extensive placement of implants and high prevalence of complications, academic and organized training courses are essential. Conclusion. The results showed that due to extensive placement of implants and high prevalence of complications, academic and organized training courses are essential.

The digital media influences our selection of brand-new clothes, gadgets, entertainment and even influence our investment options available and other financial tactics. Digitalization has made us depend and sometimes re-check our own decisions over the internet-based sites to confirm our actions as right or wrong. This dependency has its own Pros and Cons. Social-media includes various platforms such as – YouTube, Instagram, Facebook, Twitter, LinkedIn, Inshorts and many other digitalised news and reviewing sharing platforms. All these platforms apart from being the medium of communication between people, they as well provide content that can be purely informative, and Entertainment based With this article we are focusing on the particular informative content available on social-media networking sites that influences one’s financial investment options. The content creators on YouTube, Instagram or Facebook teach about different investment options available to people which they might have not been aware about. Many creators market about a particular investment option and try influencing people with their tactics. The Instagram memes or what we call as posts regarding a particular stock market or cryptocurrencies creates awareness and slightly influences people in venturing the available investment options. Stating an example, Elon Musk’s Tweet about his support towards cryptocurrency-D ogecoin, had overnight raised the investment in cryptocurrency by 8%. This is the influence of the one Tweet made by Elon Musk. There are many such instances where people follow their ideal financial guidance Creator or teacher on social media to take their financial actions. Considering the behavioural actions of the young adults and the impactful nature of the social media platforms, this article calls to analyse and understand the “Social media influence on the investment options among the young adults in India.”

Background Mixed-skills for digital health transformation are critical for human resources for health (HRH). This study aimed to inform the design of new training programmes that address soft, hard and digital health skills. Methods Using a mixed-methods design science approach, focus groups were conducted by invitation and with informed consent, online or in-person. A script was prepared with key questions for orientation and facilitation, addressing the topics of current situation, desired situation, desired skills, practical and organisational needs to implement continuous training in healthcare. The collected data were analysed using Nvivo. Results Focus groups (14) had 87 participants (Norway, Latvia, Belgium, Italy and Portugal): 26 healthcare professionals (nurses, midwives, nutritionists, pharmacists, assistants and doctors); 27 managers or directors of hospitals and care centres; 34 experts (digital health specialists, researchers, technical officers, members of professional societies and national authorities). Real needs were identified, with 2 direct sub-themes that were best related to each other (Pearson coefficient, p &amp;gt; 0.40 - cluster analysis): 1. ‘Current situation’: Cybersecurity (eg. privacy, law and ethics); Time (work time versus private time, p = 0.69); Type (informal versus formal training, p = 0.32); Programmes (graduation, continuing education and post-graduation levels). 2. ‘Desired situation: Desired skills (eg. digital - basic ICT, data analysis, soft - communication, emotional intelligence, and hard skills - medication administration, catheters, ECG, vital signs, telehealth - digital stethoscope); Learning design and objectives (eg. collective learning, simulations, location - peer-to-peer and hybrid); Emergency care and the link between primary and secondary levels of care were considered important. Conclusions These findings of convergence among HRH inform Program design process to support the training programs and course syllabus design. Key messages • The identified needs and priorities inform Program design further to support Digital Health Transformation training programs and course syllabus design. • Real needs points to Current and Desired situation, where HRH give important insights that need to be considered to engage people to perform training courses.

BackgroundClinical associates are a health professional cadre that could be utilised in mental health task sharing in South Africa but this is training dependent. The objectives of the study were to identify the potential curricula content, training sites, and teaching modalities for undergraduate and potential postgraduate clinical associate mental health training and to identify the tasks that they should perform based on these curricula.MethodsWe utilised the Delphi method to reach consensus on items with the panel comprising psychiatrists and family physicians. The first round questionnaire of the Delphi survey was developed based on a literature review and the results from earlier phases of the overall study. The survey was administered electronically and consisted of three rounds. Following both the first and second rounds, an updated questionnaire was constructed omitting the items on which consensus was reached. The questionnaire consisted primarily of nine-point scales with consensus based on 70% of participants rating 1,2,3 or 7,8,9.ResultsThere were 26 participants in the first round with this number falling to 23 in later rounds. There was strong consensus on a training attachment to a mental health clinic at a community health centre (CHC) at undergraduate (96.2%) and postgraduate level (100%). Consensus was reached on the importance of training on the management of six categories of disorders at the undergraduate level and nine categories of disorders at the postgraduate level. Clerking patients as a teaching modality reached 100% consensus at both undergraduate and postgraduate levels. PHC clinics, CHCs and district hospitals reached consensus as appropriate settings for clinical associates to provide mental health services. In addition, GP practices and secondary hospitals reached consensus for those with postgraduate training. Consensus was reached on ten of the 21 listed tasks that could be performed based on undergraduate training and 20 of the 21 tasks based on a postgraduate qualification in mental health.ConclusionsThe Delphi panel’s recommendations provide a clear roadmap for enhancing mental health curricula for clinical associates, enabling their utilisation in mental health service provision. A future postgraduate mental health qualification for clinical associates would allow for expanded task sharing.

Kanyashree Prakalpa initiative in advancing women's education in West Bengal, India. This study investigates the enrolment among female students at undergraduate and postgraduate levels before and after the implementation of Kanyashree Prakalpa in West Bengal and makes a comparison between enrolment before and after the implementation of Kanyashree Prakalpa. The methodological techniques used in this study are qualitative and documentary. Documentary analysis addresses the goals of the study by reviewing the available reports from the Department of Higher Education, Government of India's All-India Survey on Higher Education. Results showed that before the implementation of Kanyashree Prakalpa, the percentage of female enrolment fluctuated from around 43.94% to 53.85% at the undergraduate level and after the implementation of Kanyashree Prakalpa, the percentage increased, reaching as high as 59.04% in 2019-2020. At the post-graduate level before the implementation, the percentage of female enrolment fluctuated around 43.94% to 53.85%. After the implementation, the percentage increased, reaching as high as 59.04% in 2019-2020 at the postgraduate level. In conclusion, this research highlights Kanyashree Prakalpas as a promising model for the development of women's education and empowerment.

The rapid development of technology demands a system that is fast, easy, cheap, effective and efficient and can be accessed anytime and anywhere, including in the world of education and training. This study aims to produce online learning plans with a Project Based Learning (PjBL) approach and online learning media that can be used in Raid Planning Execution (RPE) training courses. This study uses the Research and Development (R n D) method with the Integrative Learning Design Framework (ILDF) development model and the PEDATI development design model (Learn, Learn, Apply and Evaluation). Subject of this study involve ten personnel in the field of eradication of Human Resources Development of the National Narcotics Agency. Sample selection is done randomly. The stages carried out including one-to-one evaluation by experts (expert review), one-to-one evaluation by training participants (one to one) and small group evaluation. To obtain information on the effectiveness of the resulting product, an effectiveness test was conducted. The results of this study indicate that online learning plans with a project-based learning approach and online learning media are appropriate for use in Raid Planning Execution (RPE) training courses.