Deficits In Competence Research Articles

Sexuality and Gender Issues in Autistic Youth: A Series of 6 Cases and a Literature Review

Autism Spectrum Disorder (ASD) involves challenges in social communication and repetitive behaviors, impacting daily functioning. Individuals with ASD face unique difficulties regarding sexuality, often experiencing mismatches between sexual development and social maturity, leading to potential inappropriate behaviors. Social competence deficits may limit their understanding of sexuality, increasing risks of offending or victimization. Gender differences in sexual behavior are evident, with males showing earlier and more frequent sexual activity, while females demonstrate greater flexibility in sexual orientation. This paper presents six clinical cases highlighting the diverse experiences of sexuality and gender identity in autistic individuals, offering insights into the complex interactions between ASD, gender, and sexual behavior.

Analisis Kebutuhan dan Pengembangan Kompetensi Pengawas Sekolah Dasar di Kabupaten Pidie

Purpose – This research aims to analyze the needs of elementary school supervisors in Pidie District and to develop strategies to enhance their competence.Method – The research method utilizes a qualitative descriptive approach through interviews, observations, and documentary studies. The results indicate deficits in supervision and insufficient competence. Recommendations include increasing the number of supervisors and providing further training. This study is expected to enhance the quality of elementary education supervision in Pidie.Findings – The research findings indicate a deficit in the number of supervisors and insufficient competence in Kabupaten Pidie. The proposed recommendations include increasing the number of supervisors and implementing advanced training programs. Through these efforts, it is hoped that this study can significantly contribute to enhancing the quality of supervision in basic education in Pidie, thereby improving overall teaching and school management processes. Research Implications – The research improves supervision quality by pinpointing ineffective areas needing enhancement. Tailoring resources to specific needs optimizes supervisor numbers and task distribution for better outcomes. Findings also inform enhanced education policies for elementary school management and supervision. However, challenges unique to Kabupaten Pidie require a nuanced, contextual approach beyond general analyses.

The Chaotic Academic Integration for Chinese International Students in Australia

There is a cultural distance between Australian and Chinese sociocultural practices, especially academic practices, which could be problematic for Chinese international students studying in Australia. This situation presents affective and cognitive challenges in transitioning from a familiar Chinese context to an unfamiliar Australian academic environment which is akin to academic “culture” shock. This paper will use a mixed methods approach, through the combination of two back-to-back studies, to explore issues Chinese students faced during the initial phases of their academic sojourn in Australia. Our findings suggest that a combination of language competency deficit coupled with unfamiliarity with academic practices had caused initial problems with Chinese international students’ academic adjustment in an Australian setting. This problem was exacerbated by poor intercultural awareness and empathy from Australian educators to adjust their teaching practices in such an intercultural dynamic.

QOL-28. NEUROCOGNITIVE DEFICITS, EMOTIONAL DISTURBANCES, PSYCHOSOMATIC COMPLAINS – ADDITIONAL SYMPTOMS OR COMORBID DIAGNOSIS IN CNS GERMINOMA? OVERVIEW OF GROUP AND CASE STUDIES

Abstract BACKGROUND CNS Germinoma cases are associated with good medical prognosis, low risk for neurological deficits and high cognitive functioning. Deeper psychological and neuropsychological examination and longitudinal observation shows also neurocognitive problems and emotional disturbances. The purpose of the study was to assess patients with CNS Germinoma (during and after anticancer treatment), expressed specific psychological and physical symptoms and to find the reason for this. METHODS Since 1998 all patients treated at our center are under psychological control and care. From these group 78 patients with CNS Germinoma with additional significant symptoms, seriously affected their quality of life and everyday activity, were selected for psychological and neuropsychological assessment. Age at psychological intervention ranged from 6 5/12 to 34 8/12 yrs. The patients have no pre-diagnosis history of neurological, developmental or psychiatric disorder. They were examined using a battery of standardized psychological and neuropsychological methods. RESULTS In our sample FIQ (full-scale intelligence quotient) score ranged from 59 to 139. The most patients presented average level of intelligence. However, cognitive functioning was often reduced due to emotional disturbances and psychosomatic complains. 2 patients showed memory disorders, one of them TGA (transient global amnesia) at the time of diagnosis. All patients struggled with emotional disturbances at different grades, especially internalizing type of problems (immaturity, depression, anxiety, instability, inhibition, negative attitude) or were considered to be at risk for psychological adjustment difficulties and tendency to somatization. Analyzed group of patients showed also social competences deficits. They may exhibit deficit in age-appropriate social competence and peers relations. CONCLUSIONS Although CNS Germinoma patients shows similar behavioral and emotional phenotype, there are significant differences between them in terms of cognitive functions. The range of results is wide, from high levels to neurocognitive disorders. Therefore, risk factors, diagnostic criteria and effective neuropsychological intervention, will also be presented and discussed.

ANALYSIS OF THE PROFESSIONAL COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF THE UPDATED CONTENT OF EDUCATION

Purpose. The article is devoted to the problem of professional competence of physical education teachers in the process of implementing the updated content of the subject "Physical culture" in secondary schools. The purpose of the study was to analyze the professional competencies of physical education teachers in the context of the requirements of the updated content of general education. Methodology. A systematic and activity-based approach is fundamental in the study. Research methods: analysis, diagnostic methods, conversation. Results. The results of diagnostics of the formation of professional competencies of physical education teachers within the framework of advanced training courses at the levels of formation (optimal, acceptable, critical, unacceptable) in the field of subject, psychological, pedagogical and methodological training are presented and interpreted. Professional deficits of normative and legal competence among teachers have been identified, the levels of professional skills for the implementation of the educational process on the subject of "Physical culture" in the context of the requirements of the updated content of general education have been determined. Practical implications. The results of the study can be applied in the field of additional professional education of teachers, as well as in the educational process of university training.

Cognitive flexibility and socioemotional competences as a modulating factor of psychopathological symptoms in adolescence

BackgroundThe deficit in socio-emotional competence can lead to the development of problems in different areas such as educational and psychosocial (Fernández-Vilar et al., 2012), to understand the etiology of psychopathology, it is necessary to explore the nature and origin of competencies (Mcfall, 1982). The objective of this study is to evaluate the Cognitive Flexibility (FC) that reveals the functioning of the internal devices of these schemes, and thus access the quality of problem behavior MethodThe sample n = 425 participants, grade 6 to 11 of high school. Being 193 (45.4 %) males, 232 females (54.6 %); aged between 13 and 18 years old. Two scales were used: EEFCO (Evaluation of Cognitive Flexibility Scale); Alpha α = 0.565 - 0, 886 and the ECSE scale with α = 0.895. ResultsCorrelation coefficients yielded significance rho = (0.41) between the Cognitive Flexibility (FC) and Socio-emotional Competencies (SEC) scales, being a predictive element of the tendencies and inclinations of psychopathological traits. ConclusionsSuch estimation explains that the index of Cognitive Flexibility, associated with SEC, allows asses the level of psychological adjustment and cognitive styles in the adolescent; this suggests examining the compensation mechanisms, in the face of new socio-affective learning, in adolescence.

Why do startups fail? A core competency deficit model.

A growing body of work aims to explore the reasons behind startup failures. However, there is a need for integrative approaches organized around conceptual frameworks to avoid fragmented and perplexing knowledge about these reasons. To our knowledge, no previous research has systematically investigated the role of competency deficits in startup failures, a crucial element of these failures. In our study, we adapted Spencer's behavioral competence model specifically for startups to identify the competencies within startup teams that, according to their Chief Executive Officers, contributed to their downfall. Three coders meticulously analyzed 50 online accounts of startup failures using a modified Critical Incident Technique. This analysis revealed two prominent competency deficits as pivotal determinants of these startups' outcomes: information-seeking and customer service orientation. Additionally, deficits in technical expertise, analytical thinking, and flexibility emerged as significant factors contributing to these failures. The competency deficits identified in this study offer focal points for evaluating and enhancing startup teams, thereby helping to prevent failure.

A scoping review of the drivers and barriers influencing healthcare professionals' behavioral intentions to comply with electronic health record data privacy policy.

Objective: Electronic Health Records (EHRs) are now an integral part of health systems in middle and high-income countries despite recognized deficits in the digital competencies of Healthcare Professionals (HCPs). Therefore, we undertook a scoping review of factors influencing compliance with EHR data privacy policies. Methods: Seven databases revealed 27 relevant studies, covering a range of countries, professional groups, and research methods. The diverse nature of these factors meant that 18 separate theoretical frameworks representing technology-acceptance to behavioral psychology were used to interpret these. Results: The predominant factors influencing compliance with EHR data privacy policies included confidence and competence to comply, perceived ease of use, facilitatory environmental factors, perceived usefulness, fear that non-compliance would be detected and/or punished and the expectations of others. Conclusion: Human factors such as attitudes, social pressure, confidence, and perceived usefulness are as important as technical factors and must be addressed to improve compliance.

НАСТАВНИЧЕСТВО В ПРОФЕССИОНАЛЬНОМ СТАНОВЛЕНИИ УЧИТЕЛЕЙ-ЛОГОПЕДОВ ДОШКОЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ

One of the most relevant areas in pedagogy is speech therapy, that is, activities aimed at correcting speech disorders, focused on creating conditions for full-fl edged education and upbringing of children with certain speech abnormalities. A speech therapist should have knowledge and experience in such areas as education, upbringing, student development, organization of interaction with subjects of education, formation of the educational environment, innovation, etc. It is obvious that many novice speech therapy teachers experience competence defi cits, which requires a search for forms and approaches in the development of their professional potential. The article examines the role of mentoring in the professional development of beginning speech therapy teachers. It is proved that mentoring in the formation of speech therapy teachers in preschool educational organizations allows you to develop the professional potential of a teacher, quickly and effi ciently solve emerging problems. Mentoring for novice speech therapists of preschool educational organizations is considered as an integral characteristic of a specialist, consisting of a set of abilities, and formed at three interrelated levels: requirements for the competence of a novice speech therapist teacher; assessment of the level of competence formation of a novice speech therapist teacher; elimination of professional defi cits of a novice speech therapist teacher.

Quick, Effective Screening Tasks Identify Children With Medical Conditions or Disabilities Needing Physical Literacy Support.

This study evaluated screening tasks able to identify children with medical conditions or disabilities who may benefit from physical literacy. Children completed ≤20 screening tasks during their clinic visit and then the Canadian Assessment of Physical Literacy (2nd edition) at a separate visit. Total Canadian Assessment of Physical Literacy scores <30th percentile were categorized as potentially needing physical literacy support. Receiver operator characteristic curves identified assessment cut points with 80% sensitivity and 40% specificity relative to total physical literacy scores. 223 children (97 girls; 10.1 [2.6]y) participated. Physical activity adequacy, predilection, and physical competence achieved ≥80% sensitivity and ≥40% specificity in both data sets. Adequacy ≤ 6.5 had 86% to 100% sensitivity and 48% to 49% specificity. Daily screen time >4.9hours combined with Adequacy ≤6.15 had 88% to 10% sensitivity and 53% to 56% specificity. Activity adequacy, alone or with screen time, most effectively identified children likely to benefit from physical literacy support. Adequacy and screen time questionnaires are suitable for clinical use. Similar results regardless of diagnosis suggest physical competence deficits are not primary determinants of active lifestyles. Research to enhance screening specificity is required.

Young teachers caught between “Scylla” and “Charybdis”: professional deficits in a sociological perspective (case of Sverdlovsk region)

The topic of professional deficits among teachers has become increasingly widespread. The shortage of teaching staff affects not only small but also large cities, leading to the need to fill vacant positions with professionals of varying levels and educational quality. The issue is not just about finding teachers but also retaining them. One solution to this problem is mentorship programmes, that relieve the psychological tension in the situation but do not fully resolve it due to systemic issues in the education system. To identify the factors leading to professional deficits among young teachers, a sociological study was conducted in 2021–2022. The empirical basis for the analysis included survey data from young teachers in the Sverdlovsk region (n = 918) and materials from focus groups with teacher trainees and young educators. The analysis of the research results revealed that the competence deficits of young teachers have an adaptive nature during their transition from university education to working in schools. A typical set of professional deficits includes difficulties in completing mandatory educational documentation, thematic lesson planning, high ambitions, a lack of skills in constructive assessment of real situations, problems in maintaining discipline in the classroom, weak theoretical and practical preparation for communicating with students and implementing special educational technologies, as well as difficulties in working with specific student groups, including those with disabilities. Professional deficits are a cause of unsuccessful adaptation for young professionals, making the process challenging and increasing the likelihood of them abandoning the profession. The main factors exacerbating the issue of deficits include the reduction in the adaptation period for young teachers, increased control and assessment activities by various authorities concerning teachers, high demands for the professionalism of young educators in their first years of teaching, and increased workload of different contents.

Correlations Between the Development of Social Anxiety and Individuals With Autism Spectrum Disorder: A Systematic Review.

It is well established that people with autism spectrum disorder (ASD) have significantly higher rates of social anxiety, given that most autistic individuals experience socio-communication impairments, a deficit in social competence, and their experience in social engagement situations often leads to discomfort in social settings. Literature also finds that individuals on the spectrum are often at a higher risk of developing social anxiety, which is often misinterpreted as social anxiety disorder (SAD) leading to delays in the clinical diagnosis of ASD. Hence, an improved understanding of specific factors that put ASD individuals at risk of developing social anxiety will aid research to differentiate between social anxiety among individuals with ASD compared to non-ASD individuals facing social anxiety in general. This systematic review study focuses on empirical literature that provides evidence for reasons contributing to social anxiety among individuals with ASD. Following the systematic review methodology, the study evaluates 10 research papers. The results revealed several correlations that can be useful in helping explain why individuals with ASD are at a higher risk of developing SAD. Individuals with ASD often suffer severe social anxiety because they struggle to understand social cues, maintain eye contact, interpret non-verbal cues like facial expressions or body language, or participate in reciprocal conversation. Other cognitive factors include a preference toward predictable situations, intolerance for uncertainty, and a tendency toward rigid thinking patterns. Unpredictability in social settings often heightens anxiety levels in ASD individuals, making them avoid such situations. Other risk factors include emotional recognition impairments and reduced social competence. These findings serve as a guide to developing better intervention strategies to help individuals with ASD to overcome social anxiety.

The Relationship between Paternal Alexithymia and Children's Internalizing and Externalizing Behavioral Problems during Early Childhood.

The literature has long recognized that parental emotional competence, that is, the ability to express, understand, and regulate emotions, plays a key role in children's development from early childhood. Nevertheless, the effect of parental alexithymia, which can be understood as a deficit in emotional competence, has not been thoroughly studied. In particular, the association between paternal alexithymia and behavioral problems in young children is still a neglected area of research. This study aims to investigate the association between paternal alexithymia and children's internalizing and externalizing problems during the first three years of life, including whether overreactive parenting practices mediate the effect of alexithymia on children's behavioral problems. A sample of 203 fathers of children aged 18-36 months were administered the TAS-20, the Overreactivity subscale of the Parenting Scale, and the Child Behavior Checklist (CBCL)/1½-5. The data indicate that paternal alexithymia is a predictor of children's internalizing and externalizing behavioral problems and that paternal overreactivity mediates the effect of alexithymia. These results highlight the importance of preventing parental alexithymia and involving fathers in parenting support programs aimed at ensuring children's mental health and adjustment.

Nostalgia Counteracts Social Anxiety and Enhances Interpersonal Competence

Socially anxious individuals struggle with establishing and maintaining social relationships. We hypothesized that, when socially anxious, people often turn to nostalgia, which alleviates the interpersonal competence deficits that accompany social anxiety. We tested and supported this hypothesis in six studies (N = 1,858), three preregistered. In cross-sectional Study 1, higher (compared with lower) social anxiety individuals more frequently identified interpersonal incompetence as a trigger of nostalgia. In cross-sectional Study 2, social anxiety was associated negatively with interpersonal competence, but positively with nostalgia, which in turn predicted higher interpersonal competence. In the final four studies, we tested causation. Although social anxiety reduced interpersonal competence, it also triggered nostalgia (Studies 3–3S), and nostalgia increased interpersonal competence (Studies 4–5).

Competencies of a Teacher of Primary General Education: Research of Professional Deficits

Introduction. The article analyzes theoretical approaches to the study of various aspects of the formation of professional competence of a teacher. The relevance of studying of the professional deficits of a modern primary school teacher is substantiated. The purpose of the article is to study and interpret the results of professional competence deficits of a teacher of primary general education. Materials and Methods. Research methods were used: theoretical analysis of the problem based on the study of psychological, pedagogical, methodological literature; content analysis of educational and scientific texts used for educational purposes for primary school children; synthesis, comparative and descriptive methods, analysis. An empirical study was conducted to study the professional deficits of primary school teachers in the Republic of Mordovia. Automated diagnostic tasks were used to identify the level of formation of methodological competencies. Results. Diagnostics of the formation of methodological competencies of primary school teachers has been developed and carried out. The diagnostic results indicate the presence of professional deficits among teachers of primary general education. Teachers find it difficult to determine the goals of activity at certain stages of the lesson, the sequence of structural elements of the lesson to solve practical problems, to select tasks of different levels of complexity for differentiated work. Discussion and Conclusion. The obtained data should be taken into account when organizing the activities of professional learning communities, building individual educational routes to improve the professional methodological competence of primary school teachers, updating the content of advanced training programs in terms of developing skills in organizing project and research activities of younger schoolchildren, understanding by teachers of the functions of control and evaluation in primary school, the essence of the formation of universal educational action, the features of the formation of educational activities of a junior high school student.

The needs, barriers, and opportunities perceived by health professionals for an online competency-based interprofessional course to enhance the care of older adults with chronic musculoskeletal pain

ABSTRACT Background It is recommended that continued education in pain should be supported using information and communication technologies (ICTs), but there are gaps about the previous competencies of health professionals, especially in low- and middle-income countries. This study characterized the competencies of professionals in the Colombian Caribbean, the circumstances that favor and hinder the development of appropriate care, as well as the preferences, expectations and attitudes toward an educational intervention supported by ICTs. Methods We used a qualitative, phenomenological approach, combining documentary review and data obtained through observation, an online survey and two focus groups involving 55 healthcare professionals (physicians, nurses and psychologists) of varying experience. For the analysis and integration of results, the Capacity, Opportunity, Motivation and Behavior model and the Theoretical Domains Framework were used as references. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist guided the reporting of this study. Results Competency deficits were found regardless of the profession and experience, which are related to inadequacies in undergraduate and post-graduate training. Structural problems in Colombian society and healthcare service organization were also discovered, which were considered unmodifiable barriers and have been aggravated by the social, economic and health effects of the pandemic. The main modifiable barriers found were as follows: pain underestimation and under-treatment of older adults, as well as stereotypes regarding old age and pain, lack of knowledge of the psychosocial determinants of pain and of techniques for its assessment and treatment, overestimation of pharmacological treatment and failure to update pharmacological and non-pharmacological techniques. Conclusions Recommendations for the design of the educational intervention were established as follows: favoring non-synchronous resources, facilitating synchronous activities of short duration, facilitating permanent access to information and resources and generating incentives for continuing education, such as certification, institutional recognition and encouraging popular recognition.

Coping with floods: impacts, preparedness and resilience capacity of Greek micro-, small- and medium-sized enterprises in flood-affected areas

PurposeThis paper aims to investigate aspects of flood experience, attitudes and responses of micro-, small- and medium-sized enterprises (MSMEs) in Greece and to indicate a typology of strategies associated with their relative effort to build flood resilience capacity.Design/methodology/approachA qualitative study protocol was used, based on pertinent literature that considers how business entities withstand, adapt and/or recover from non-linear climate change impacts, natural hazards and extreme weather. Data was obtained by conducting semi-structured interviews with 82 MSMEs’ owners-managers who had recently experienced flooding.FindingsThe study reports limited activities of MSMEs towards flood resilience capacity despite the threat of relevant disasters. Findings suggest that most owners-managers of these enterprises are not adequately preparing their businesses for the impacts of flooding.Research limitations/implicationsThe findings call for multi-level and dynamic perspectives to be examined in assessing MSME resilience capacity to floods. It is attitudinal, managerial, organisational, behavioural and regulatory (as well as other institutional) factors that merit further investigation. Such an investigation would allow a better understanding as to whether these factors hinder or enable conditions for microeconomic flood preparedness and resilience as well as how they may interact with each other or create feedback loops.Practical implicationsThe study carries managerial implications and policy recommendations in terms of nurturing opportunities towards awareness-raising campaigns for reducing deficits in managerial knowledge and competencies. It also encapsulates practical implications in terms of emphasising supporting mechanisms from key institutional stakeholders to allow MSMEs scan available options they have in effectively reinforcing the business premises from the forces of rising waters.Originality/valueMost of the related studies have examined flood impacts, responses and/or resilience capacity at the household- or community-level. Empirical work that is conducted to ascertain how MSMEs cope with flooding remains thin on the ground. In response to this, the current study and the typology of MSMEs’ strategic postures that are suggested seek to contribute to this under-researched topic.

ГОТОВНОСТЬ ПЕДАГОГОВ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ К ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ В ЗАВИСИМОСТИ ОТ ТИПА ОРГАНИЗАЦИИ

The vocational teachers’ desire to follow innovative trends in the system of vocational education and the labour market makes the issue of the qualification level required for research activities as a key component to professional development relevant. The purpose of the article: find out if there are statistically significant differences in level of formed research competencies of the vocational teachers depending on the type of educational organization (vocational, service, humanities, etc.). Methods. The key method for collecting empirical data is the method of interviewing teachers based on self-assessment of their own research competencies on a 5-point scale applying the tools developed by the authors. Methods for data analysis using specialized software for calculating statistical indicators (SPSS 20): a method for calculating the parameters of descriptive statistics and a method for comparative analysis of independent samples using the Kruskal - Wallis criterion. Results. A model of research competencies (associated with the stages of scientific research and various types of this activity) necessary for teachers in their professional and pedagogical activity is presented. The paper provides the results of the study that revealed specific features in the implementation of research activities and differences in the deficit of research competencies among vocational teachers (n = 573) depending on the type of educational organization (vocational, service, humanities, etc.): the lowest level of formed competencies was determined among teachers of polytechnic schools and interdisciplinary colleges, the highest – among teachers and masters of vocational training of humanities and pedagogical colleges. Successful practices in filling the identified deficits in research competencies are specified.

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

Background: The software-development process is considered a knowledge area in software engineering that allows the performance of activities for the inception of a functional software. In a globalized software context, where companies and organizations have their data and information controlled by applications, it can be seen that the form of construction, that is, the path for which the software is built, has relevance for users. Problem Analysis: Within this reality, it is possible to observe that over the years, scientific research has identified competence deficits for professionals trained in software engineering and more specifically in the software-development processes. Purpose: This work aims to develop and apply a syllabus for the software-development process, with student-centered learning strategies, as it allows for centrality of the teaching and learning process for the student. Methods: The strategies were selected through a literature review, which informed which ones were adopted to intervene in the traditional teaching process in software. Other methodological procedures adopted to identification of the necessary requirements for the development of the syllabus were (i) a survey with the identification and perception of professionals and professors on the research theme, (ii) equivalence mapping of the main documents related to the theme of research at an educational level, and (iii) the identification of how to develop a syllabus. After gathering the requirements, the syllabus was designed and described in each of its parts based on the specialized literature. The evaluation of the syllabus took place in two stages: (i) an expert panel, where experts in the software-development process and student-centered learning were selected, who contributed points to be adjusted for the use of the syllabus, and (ii) the experiment, which was the use of the syllabus in comparison with the traditional approach (use of theoretical classes, exercise list, and written test), through the control and experimental groups. Results: Data generated by using the syllabus in the experiment, as well as data from the control group, were analyzed using the two-tailed Student-t technique. The results achieved in the work demonstrate that there was a considerable gain in learning compared to the control group. Another result point of the syllabus was that through the project strategies, students had contact with a progression of knowledge related to hypothetical cases that simulated reality, which students reported was very good for their knowledge. Conclusions: The use of student-centered strategies can bring benefits in the learning of software-development processes, as it allows a practical application of real scenarios observed in software-development companies.

Competency deficits of medical and peri-medical staff in medical facilities, including new tasks associated with the COVID-19 epidemic

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 2.913 (2021 JCR, received in June 2022)The IJIC 20th Anniversary Issue was published in 2021.