Single-cell epigenome and transcriptome profiling enables the dissection of gene regulatory networks, offering a powerful approach to characterize cellular heterogeneity and regulatory landscapes of cell states. Here we describe a single-cell ultra-high-throughput multiplexed sequencing (SUM-seq) assay for scalable and cost-effective simultaneous profiling of chromatin accessibility and gene expression in single nuclei. SUM-seq combines sample-specific accessible DNA and mRNA in situ barcoding with droplet-based microfluidic barcoding, introducing sample multiplexing and means to resolve multinucleated droplets for multiomic single-cell library preparation. In comparison with existing methods for multimodal profiling of chromatin accessibility and gene expression from the same cell, SUM-seq offers increased throughput and an unmatched multiplexing capability. This permits substantial scaling of the number of samples and nuclei assayed in one experiment, adhering to the needs of large-scale atlas projects, time-course experiments and perturbation screens while considerably reducing costs. We provide guidelines for experimental design and sample handling to accommodate various settings and sample types. Moreover, we discuss potential applications and provide guidelines for data processing. From sample collection to library preparation, the assay can be completed in 2-3 days, followed by sequencing and 1 day of data processing. Although the protocol can be implemented by researchers with general molecular biology skills, prior experience with single-cell assays is recommended.

Validation of an anorectal malformation trainer - Can a high-fidelity model simulate real life?

Preschool years are critical for oral language development, which has long-term implications for academic and social success. However, evidence on the feasibility and effectiveness of classwide interventions that promote preliteracy skills before the onset of formal reading instruction-particularly in languages other than English-remains limited. This preliminary effectiveness study examined whether an oral language intervention, called PREVENIR, led to measurable gains in Catalan kindergarten children's language skills and helped prevent future reading difficulties compared with business-as-usual instruction. A quasi-experimental design was implemented with 85 children aged 5-6 years from four classrooms in two schools, assigned to either an intervention or a control group. The 10-week PREVENIR intervention program targeted vocabulary, phonological awareness, and morphosyntax. Assessments were conducted at three time points: before the intervention, immediately after, and 1 year later. Measures included general language skills, vocabulary, morphosyntax, phonological awareness, and reading outcomes. The intervention group showed significant improvements in general language skills, phonological awareness, and vocabulary compared to the control group in the posttest. These gains were maintained 1 year later and transferred to decoding and reading comprehension skills. The findings provide preliminary evidence for the effectiveness of a structured oral language intervention for Catalan-speaking kindergarten children as a preventive approach to future reading difficulties. Further research is needed to assess long-term impacts and scalability across diverse educational contexts. https://doi.org/10.23641/asha.31245379.

Across European and Western Balkan countries, a persistent misalignment remains between graduates’ digital skill levels and the rapidly evolving demands of the contemporary workforce. Addressing this gap requires evidence-based interventions grounded in multidimensional and psychometrically rigorous assessments of digital competence. This study applies a bifactor exploratory structural equation modeling (B-ESEM) framework to evaluate university students’ functional digital skills using items from the Youth Digital Skills Indicator. The model integrates a general digital competence factor with four domain-specific dimensions, capturing both shared and unique variance across skill areas. Using data from 603 students, results indicate a strong general digital competence factor alongside meaningful domain-specific contributions. The model demonstrates full measurement invariance across gender and shows predictive validity for technology affinity and digital self-efficacy. These findings underscore the relevance of conceptualizing digital competence as both transversal and domain-sensitive when informing curriculum design and educational policy. The study provides a validated and flexible measurement framework that can guide future research and targeted digital skill enhancement initiatives.

Introduction: Clinical mentoring is essential for nursing education. It facilitates the integration of theory and practice, while promoting the development of clinical, communication, and interpersonal skills. It is becoming increasingly evident that tutors are facing a number of challenges. These challenges are related to the cultural diversity of students and constantly evolving clinical contexts. Despite the emphasis placed on the significance of general and cultural competencies in mentors within the context of international literature, a paucity of studies in Italy exists that evaluate both dimensions employing standardised and validated tools. Objective: This protocol describes a nationwide survey that will assess the mentoring and cultural competencies of Italian nursing tutors. Methods: The study adopts a descriptive cross-sectional observational design, with convenience sampling of approximately 600 tutors active in the academic year 2024–2025. The collection of data will be conducted between July and December 2025 through the utilisation of digital questionnaires. The survey employs two instruments, namely the Mentors' Competence Instrument (MCI) and the Mentors' Cultural Competence Instrument (MCCI), in order to assess these competencies. The MCI has been developed to measure tutors' general skills, including pedagogical, relational and feedback dimensions, while the MCCI has been developed to assess cultural skills and intercultural communication. The collection of sociodemographic data, contextual information and open-ended responses pertaining to the strengths and weaknesses of the tutorial role will also be undertaken. Statistical procedures will include descriptive analyses, using tables and plots to represent the data, as well as inferential analyses such as the Chi-square test, t-test, ANOVA test, Mann–Whitney U test, Kruskal–Wallis test, and correlation analysis. All statistical tests with p < 0.05 will be considered statistically significant. Results: The results of the study will inform the development of targeted training interventions and organisational strategies to enhance the role of the clinical tutor. Conclusions: The survey will contribute to the enhancement of mentoring quality and the professional development of tutors, thereby facilitating the strengthening of the effectiveness of clinical training programmes in Italy.

This study assesses chemistry students’ generic science skills (GSS) in understanding acid-base concepts. These skills include the ability to observe, interpret symbolic language, apply logical frameworks, maintain logical consistency, understand cause-and-effect relationships, and make logical inferences, which are essential in comprehending fundamental chemistry topics. The study is conducted with two hundred chemistry students from Universitas Negeri Gorontalo, spanning four academic years, with a specially designed multiple-choice test assessing each of these aspects. Results indicate varied proficiency across skill areas. Students demonstrated moderate competence in direct observation (47.50%) and cause-and-effect skills (50.67%), while symbolic language (37.33%) and logical inference (28.50%) were weaker. Logical framework skills and logical consistency skills were 32.67% and 43.50%, respectively. A notable observation was the decline in skills during the third academic year, possibly due to curriculum complexity, which saw partial recovery in the final year. The findings highlight the need for instructional strategies that emphasize analytical and practical applications in acid-base chemistry to reinforce these skills. Enhanced pedagogy tailored to these skill deficits could improve students’ preparation for scientific inquiry and problem-solving, underscoring the importance of robust science education frameworks in higher education.

Exploring Caregivers' Experiences with Diagnostic Uncertainty During a Hospitalization: A Qualitative Study.

This study aims to analyze the influence of Accounting Literacy, Digital Business Literacy, and Professional Recognition on student interest in becoming tax consultants, with Taxation Knowledge as a moderating variable. Grounded in the Theory of Planned Behavior (TPB), this research explores how subjective norms and perceived behavioral control shape career intentions among accounting students. The research utilized a quantitative approach, collecting data through questionnaires distributed to 150 respondents, predominantly undergraduate accounting students (96.7%) aged 20–22 years. Data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS) via SmartPLS 3 software. The results indicate that Professional Recognition and Taxation Knowledge have a positive and significant impact on the interest in becoming a tax consultant. Professional Recognition emerged as the most dominant factor, highlighting the importance of social and institutional legitimacy in career decision-making. Conversely, Accounting Literacy and Digital Business Literacy were found to have no significant effect on career interest, as these competencies are perceived as general skills rather than specialized career drivers. Furthermore, the moderation analysis revealed that Taxation Knowledge does not moderate the relationship between the independent variables and career interest. This suggests that taxation knowledge acts as a direct determinant rather than a reinforcing factor for other competencies. The model's R-squared value of 0.594 indicates that 59.4% of the variance in career interest can be explained by the variables in this study. These findings emphasize the need for strategic efforts to strengthen professional recognition and specialized taxation education to foster the next generation of tax consultants. Keywords: Accounting Literacy, Digital Business Literacy, Professional Recognition, Interest in Becoming a Tax Consultant, Tax Knowledge

BackgroundHigh-quality healthcare relies on competent and prepared nursing professionals. Final-year nursing students play a key role in preventing medical errors, thus ensuring patient safety.ObjectiveThis study aimed to examine the professional competencies of final-year nursing students, medical error tendency, and the relationship between these variables.MethodsA descriptive-correlational design was used. Data were collected using the Personal Information Form, Medical Error Tendency Scale in Nursing, and Competency Inventory of Nursing Students. Higher competency scores indicate higher professional competence, while higher scores on the Medical Error Tendency Scale indicate a lower medical error tendency.ResultsStudents showed high professional competence (M = 6.22, SD = 0.63) and low medical error tendency (M = 4.52, SD = 0.39). The highest score on the Medical Error Tendency Scale sub-dimensions was in Medication and Transfusion Practices (M = 4.68, SD = 0.34), and the lowest in Patient Monitoring and Equipment Safety (M = 4.29, SD = 0.53). Students scored highest in ethics and accountability (M = 6.43, SD = 0.61) and lowest in clinical biomedical science (M = 5.83, SD = 0.93). A significant positive correlation was found between professional competence and medical error tendency (r = .713, p < .01). Since high scores indicate a lower medical error tendency, it was concluded that as nursing students' professional competence increases, their medical error tendency decreases. General clinical skills, critical thinking, and ethics significantly predicted medical error tendency.ConclusionsThe study highlights the importance of professional competence in reducing medical error tendencies among nursing students. Enhancing competencies, particularly in clinical skills, critical thinking, and ethics, through competency-based and simulation-supported education can contribute to improved patient safety outcomes.

The hybrid adaptation included eight asynchronous e-learning modules that presented didactic content and eight classroom sessions designed to facilitate discussion and practice of refusal, personal self-management, and general social skills. Nineteen high schools were randomly assigned to intervention or control conditions. Students (N = 1,235) completed confidential online pretest and posttest surveys to assess the effects of the intervention on tobacco and alcohol use and life skills. The sample was 50.7% female and 35.5% non-White with a mean age of 15.2 years. Analyses revealed significant program effects on current cigarette smoking, alcohol use, drunkenness, and intentions for future use. There were also program effects for communication, media resistance, anxiety management, and refusal skills. Taken together, these findings suggest that hybrid approaches can produce robust prevention effects and may help reduce barriers to the widespread adoption and implementation of evidence-based prevention programs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Preliminary psychometric evaluation of the Greek little developmental coordination disorder questionnaire (LDCDQ-GR).

The evolution of technology has meaningfully transformed the skill demands of the contemporary workforce. In Malaysia, the last few years have highlighted an increasing concern regarding the underemployment of graduates, particularly among Islamic Banking and Finance (IBF), who find themselves in semi-skilled or clerical positions despite their qualifications. This misalignment shows a significant challenge to the nation's economic goals. Although there is extensive research on employability, there has been an inadequate focus on IBF graduates regarding digital transformation. This preliminary study examines the relationships between digital literacy (digital knowledge, competence, and usage), CareerEDGE predictors (career development learning, experience, degree subject knowledge, generic skills, and emotional intelligence), and employability, with self-efficacy as a mediating variable. A structured questionnaire was distributed, and a pilot test with 31 recent IBF graduates was carried out. Using SPSS version 27, the evaluation of internal consistency among items was conducted using Cronbach’s Alpha, and Pearson correlation analysis was utilised to examine discriminant validity and relationships at the construct level. The results demonstrate strong reliability and satisfactory validity across all constructs. Significant positive correlations were observed between the independent variables and employability, with self-efficacy showing a substantial mediating effect. The findings shed light on the employability challenges faced by IBF graduates and provide practical suggestions for policymakers, educators, and industry stakeholders to address skill gaps and improve graduate employability in Malaysia's digital economy.

This paper reviews Business English courses of four-year BBS program under the Faculty of Management (FOM), Tribhuvan University (TU). These courses offer diverse contents consisting of grammar, creative texts, business vocabulary, communication message texts, research mechanics and case-analysis. They align with the objectives of FOM to produce successful future professionals, able and eligible to compete, collaborate, and contribute to operating, innovating and promoting business sectors. Development of general language skills, critical thinking skills, enriched business vocabulary, interdisciplinary knowledge and communicative competence supported by research-oriented analytical approach to problems are the basics that the courses target to attain. While the existing literature covers a wide range of fragmented issues related to Business English, the overall course assessment remains a virgin area. Hence, this article assesses the content and the collected data. Further, it examines the compatibility of FOM goals with the goals of English courses, and unravels the consistency in setting the objectives. The concepts of course design and content selection are reviewed to support the analysis. It employs a mixed approach, uses purposive sampling and the tools of semi-structured and close-ended questionnaires, and interview guidelines to collect primary data. The sample population is composed of the practitioners and students of community, private and the constituent campuses of TU, and subject committee members of English. This paper research presents its strengths and weaknesses followed by some remedial suggestions. They contribute to creating knowledge on the strengths and weaknesses of the course that benefit the diverse readers to understand it better, revise and improve accordingly as per the changing needs and context.

This self-case study I examine my transition from public to academic librarianship, focusing on my evolution from an accidental business librarian in a public library to an intentional business librarian in an academic library. Utilizing Bridges’ three-phase Transition Model and applying Schlossberg’s 4 S System, I analyze how my experience at the public library influenced my academic practice. The study identifies challenges in moving from a responsive customer service approach to a proactive pedagogical role. Additionally, I offer insights for business librarians and other subject specialists considering similar career moves. The findings indicate that business librarianship comes with unique challenges, which include database proficiency, a solid understanding of business research methods, and the ability to serve a diverse range of users, including undergraduate students, MBA students, and faculty. Successfully navigating these challenges requires a combination of general library skills and specialized knowledge. My transition underscores the importance of adaptability, relationship-building skills, and instructional experience gained in public librarianship, while acknowledging the significant learning curve associated with academic library culture. This research contributes practical guidance for business librarians, academic libraries looking to hire diverse candidates, and librarians in other fields who are navigating career transitions.

Although a plethora of studies investigated the issues of teacher shortage and large class sizes, few studies explicitly connected teacher shortages with large class sizes in higher education language and translation programs, particularly within the Saudi context. This gap is significant because inadequate staffing and large enrolments are not isolated issues, but they form a structural cycle that directly affects instructional quality, student achievement, and faculty workload. To address this gap, this study conducted an integrative analysis of four empirical studies by the author, published between 2004 and 2008, which collectively investigate the issues of inadequate staffing and large class sizes in Saudi EFL and translation programs. These studies provided a unique longitudinal perspective on a persistent problem that continues to shape instructional conditions in the 2020’s. Three studies investigated the staffing of language and translation departments 2004 to 2008 at 7 universities and one study on large student enrolments in the language and translation at King Saud University. The integrative analysis revealed that All studies documented inadequate staffing in language and translation departments, with faculty–student ratios exceeding recommended international benchmarks. Departments were found to rely heavily on part time or temporary instructors, particularly in high demand skills courses. Enrolment data showed large class sizes, especially in General English and core language skills courses, where enrolments frequently exceeded 1,000 students across multiple sections. Specialized translation courses also faced sustained pressure, with median enrolments above 100 students per course. These findings demonstrate that the structural challenges identified in the mid 2000s, began to improve towards 2018 and in the 2020’s largely due to the King Abdullah Scholarship Program. Here, two notable shifts occurred: class sizes declined, mainly due to COVID-related instructional restructuring, and the increasing number of Saudi faculty returning from graduate studies abroad. These developments contributed to gradual improvements in staffing and enrolment conditions. The study gave several recommendations to help create sustainable instructional environments that support effective language and translation pedagogy. Further studies about the current staffing and student enrolment status at language and translation programs at state and private universities in the Saudi context are still open for further investigation in the future.

ABSTRACT Enhancing economic competitiveness in the knowledge economy requires policies that align workforce skills with emerging demands. This paper examines the discursive battle over the skills of the future and argues that the idea of the knowledge economy works as a ‘coalition magnet’. Policymakers use the ‘knowledge economy’ flexibly together with ideas about skill needs and social inclusion to assemble political coalitions that support distinct interpretations of the knowledge economy that vary over time and cross-nationally. We conduct a discourse network analysis, examining data from newspapers over the period 2005–2022. We find that in Denmark and Germany, high and general skill needs are a magnet for social inclusion ideas, fostering a discourse focused on a ‘social’ view of the knowledge economy. In contrast, in France and the UK, high and general skill needs are a magnet for ideas related to other skill concerns, particularly concerning mid-skilled workers. These combinations are driven by different actor constellations: private actors in Denmark and the UK, and the state in France and Germany, use the knowledge economy as a coalition magnet.

This study examined the influence of investment knowledge, financial literacy, and minimum capital requirement on investment intention among communities in Bawang Regency, Indonesia. Although retail investor participation was increasing nationally, investment engagement at the local level remains limited, particularly in semi-urban areas with limited access to financial information and investment services. Using a quantitative approach, data were collected from 115 purposively selected respondents through a structured questionnaire measured on a five-point Likert scale. A multiple linear regression analysis in SPSS version 26 was conducted to investigate the predictive effects of these three factors on investment intentions. The results indicated that investment knowledge and minimum capital requirements significantly increase investment intentions, whereas financial literacy did not have a statistically significant effect. These findings suggest that domain-specific investment competencies and affordability, rather than general financial skills, were the primary drivers of investment intentions in rural-semi-urban communities. This study extended the Theory of Planned Behavior by highlighting the roles of cognitive ability and perceived feasibility in shaping investment decisions, and it provided practical insights for policymakers and financial institutions to design targeted investment education and accessibility initiatives. Urban or rural demographics were proposed as factors that strengthen or weaken the relationship between investment knowledge and investment intentions. Local government support for local investors was needed to balance the growth of foreign investment in the Batang District, Indonesia.

ABSTRACT Research on information literacy (IL) has long grappled with persistent tensions and diverse theoretical perspectives. Prominent debates revolve around whether IL should be viewed as a set of transferable generic skills or as a context-dependent practice; how agency in IL enactment should be theorised; and how IL intersects with political economy, social justice and ethics. This paper argues that the Capability Approach (CA) – a theoretical framework initially introduced by economist and philosopher Amartya Sen and further elaborated by philosophers and social scientists such as Martha Nussbaum and Ingrid Robeyns – offers valuable conceptual and theoretical resources for addressing these difficulties. Drawing on a critical examination of the CA, this study reconceptualises IL as ‘a set of combined capabilities for informed ways of doing and being’ and proposes the conceptual framework termed ‘Information Literacy as Capability (ILaC).’ The framework distinguishes information capabilities both from skills and practice, clarifies the relationship between informational well-being and informational agency, and integrates normative concerns in IL. The paper concludes by sketching research, education and policy implications for expanding real informational freedoms.

Short-term international academic programs are increasingly adopted to promote global engagement in higher education; however, student experiences within these initiatives remain underexplored. This study evaluates the academic perceptions of 129 international students who participated in the 2024 Delightful Istanbul Summer Program at Istanbul Aydin University. Data were collected using the validated Course Experience Questionnaire (CEQ), and analyses conducted with SPSS confirmed high internal reliability (α=.80-.92). Among CEQ dimensions, Good Teaching received high ratings, particularly from Health Sciences students (M=4.63), while Emphasis on Independence received lower ratings, particularly from STEM students (M=3.66). No significant gender differences emerged. Health Sciences students scored significantly higher than both STEM and Social Sciences students in Generic Skills (p=.004). Field-of-study differences were also found in Good Teaching (p=.039) and Overall Satisfaction (p=.003), with Health Sciences reporting the highest means. Across course types, significant variations appeared in teaching quality (p&lt;.01), skill development (p&lt;.001), independence (p&lt;.05), and overall satisfaction (p=.002), favoring STEM and Health Sciences courses. Regression analysis identified Good Teaching (β=.50, p&lt;.001) and Generic Skills (β=.21, p=.003) as significant predictors of overall satisfaction, explaining 57% of the variance. These findings highlight the value of well-structured, interdisciplinary short-term programs in enhancing student engagement and learning outcomes.

Student outcomes refer to the competencies, attitudes, abilities, and knowledge that students should possess by the conclusion of a course, program, or educational experience. This study aims to determine the significant relationship between reading literacy skills and academic performance among college students in Santo Tomas, Province of Davao del Norte. This study used a quantitative, non-experimental, descriptive-correlational approach using mediation analysis to investigate the mediating role of teaching performance on the relationship between teaching strategies and student outcomes. The study involved 353 students, selected using the Raosoft sample size calculator, from a total population of 4,325 enrolled at a local college in Santo Tomas, Davao del Norte. The respondents were chosen through a stratified random sampling technique. Statistical methods such as mean, Pearson’s r, and path analysis were applied to analyse the data. The information was gathered from the respondents using three adapted survey questionnaires, which were subjected to content validity. The overall findings implied that the student outcomes of the students are observed when it comes to their subject content, learning needs, assessment, skills, and opportunities for studying. Therefore, students benefited significantly, with high ratings in general skills, learning experiences, and teaching quality. The study found that teaching performance, teaching strategies, and student outcomes were all at a high level. Teaching performance acted as a partial mediator, indicating that effective teaching strategies contribute to improved student outcomes.