Development Of Individual Skills Research Articles

A New Human-Based Metaheuristic Algorithm for Solving Optimization Problems Based on Technical and Vocational Education and Training.

In this paper, a new human-based metaheuristic algorithm called Technical and Vocational Education and Training-Based Optimizer (TVETBO) is introduced to solve optimization problems. The fundamental inspiration for TVETBO is taken from the process of teaching work-related skills to applicants in technical and vocational education and training schools. The theory of TVETBO is expressed and mathematically modeled in three phases: (i) theory education, (ii) practical education, and (iii) individual skills development. The performance of TVETBO when solving optimization problems is evaluated on the CEC 2017 test suite for problem dimensions equal to 10, 30, 50, and 100. The optimization results show that TVETBO, with its high abilities to explore, exploit, and create a balance between exploration and exploitation during the search process, is able to provide effective solutions for the benchmark functions. The results obtained from TVETBO are compared with the performances of twelve well-known metaheuristic algorithms. A comparison of the simulation results and statistical analysis shows that the proposed TVETBO approach provides better results in most of the benchmark functions and provides a superior performance in competition with competitor algorithms. Furthermore, in order to measure the effectiveness of the proposed approach in dealing with real-world applications, TVETBO is implemented on twenty-two constrained optimization problems from the CEC 2011 test suite. The simulation results show that TVETBO provides an effective and superior performance when solving constrained optimization problems of real-world applications compared to competitor algorithms.

Using the Recovery Capital Model to Explore Barriers to and Facilitators of Recovery in Individuals with Substance Use Disorder, Psychiatric Comorbidity and Mild-to-Borderline Intellectual Disability: A Case Series.

Recovery capital (RC) encompasses the wide range of resources individuals can employ to recover from Substance Use Disorder (SUD). It consists of five subdomains: human, social, cultural, financial, and community RC. Negative recovery capital (NRC) represents the obstacles to recovery. Research on (N)RC in complex multimorbid populations is scarce. This study offers an initial exploration of the viability of (N)RC in three individuals with SUD, psychiatric comorbidities, and an intellectual disability (a triple diagnosis) in inpatient addiction treatment. We collected case file data, ranked recovery goals, and conducted follow-up interviews. The data were subjected to template analysis, using (N)RC domains as codes. All domains were prevalent and relevant, showing dynamic and reciprocal effects, influenced by critical life events acting as catalysts. Notably, during treatment, patients prioritized individual skill development despite challenges in other domains. RC emerges as a valuable concept for mapping recovery barriers and facilitators in individuals with a triple diagnosis, serving as an alternative to the medical model and complementing the biopsychosocial model. It provides a systematic framework to assess critical factors for recovery in complex cases and accordingly align interventions. Future studies should explore the intersections of NRC domains and the dynamic nature of (N)RC to enhance the understanding of the challenges faced by individuals with a triple diagnosis.

Sexual Orientation, Mental Health Characteristics, and Self-Care in Professional Psychology Training and Employment

Although self-care practice is critical for mental healthcare professionals (MHP) to buffer against the impact of stressors and to prevent psychiatric symptoms and functional impairment, effective self-care may be more difficult for those at greater risk of developing mental health conditions due to sexual minority stress. The present study aimed to examine mental health characteristics, engagement in, and value obtained from self-care, and perceptions about training programs’ encouragement of self-care in trainees and professionals of different sexual orientations. Data were collected from MHP trainees and practitioners (n = 547) using an anonymous online survey including measures assessing stress, depression, anxiety, resilience, coping self-efficacy, and self-care strategy usage. Analyses revealed that bisexual individuals reported significantly greater mental health symptoms and self-care strategy usage as compared to heterosexual and gay/lesbian participants. Analyses also revealed lower levels of daily functioning and resilience in bisexual vs. heterosexual or gay/lesbian participants, and that bisexual participants reported obtaining less value from self-care practices than other subgroups. These results suggest that bisexual individuals may experience a unique set of minority stressors which affect their engagement with and benefit from self-care. Implications and suggestions for promoting inclusiveness and positive alterations in self-care engagement in training programs and professional institutions are discussed, including engendering coping self-efficacy through individual skill development, nurturing environments that reinforce self-care, ensuring access to culturally competent services, and promoting engagement in supportive groups and organizations.

An appraisal of guidelines and practices for municipal infrastructure support agent to execute labour-intensive construction projects in South Africa

PurposeSeveral studies have shown that the mechanism of labour-intensive construction (LIC) projects can mitigate high unemployment and create skilled development, especially in developing nations. The guidelines and practices for implementation may have faced some encumbrances in some countries. Whether the current guidelines and practices for municipal infrastructure support agent (MISA) to execute LIC projects face hindrances in South Africa has yet to receive in-depth studies. Thus, this study attempts to proffer policy solutions to improve the proposed revised guidelines and practices for MISA in LIC project execution in South Africa.Design/methodology/approachThe study's objectives were accomplished via a combination of 16 virtual interviews of built environment professionals and government officials involved in LIC project execution in South Africa and supported by the analysed documents. A thematic approach was used to analyse the data and presented two main themes.FindingsFindings show lax enforcement of discretionary funds, lax institutional capacity and inadequate individual skills, among others, as the gaps in existing South Africa's LIC guidelines and practices. Also, policy solutions to address the gaps were proffered.Practical implicationsThe suggested feasible policies will improve the proposed revised guidelines and practices for MISA in LIC project execution in South Africa. This guide will promote the development of individual skills, institutional capacities and increase employment across South Africa.Originality/valueThis study promotes the use of LIC to create employment and contribute to proffering measures that will improve the proposed revised third edition of the guidelines and practices for MISA to execute LIC.

Важливі навички в період стресу. досвід проведення навчання груповому курсу управління стресом для дорослих самодопомога+ (self-help+)

Relevance. The full-scale war on the territory of Ukraine resulted in severe and long-lasting distress among its population. The distress caused by the hostilities may cause a psychological trauma among Ukrainians. [1] According to experts of the World Health Organization, one of the consequences of the military actions taking place in Ukraine is the emergence of mental health problems. [2] This may affect a quarter of the country's population, namely, according to Yarno Gabiht, a representative of the above mentioned organization, the number will approach 10 million. Moreover, mental disorders can be displayed in different ways: starting from manifestations of anxiety and ending with more severe conditions. [2] Talking about "more severe conditions", the concept of post-traumatic stress disorder is meant. The above-mentioned representative of the WHO also pointed to the fact that the number of those applying for the help concerning the described problem after the end of the 10-month period from the beginning of the invasion of Russian troops has increased. [2] WHO experts have developed a number of short-term scalable psychological interventions, one of which is a group stress management course for adults, Self-Help Plus (SH+). SH+ consists of pre-recorded audios and an illustrated “Essential Stress Skills” manual that could be used by participants for individual skill development. [3; 4] This group stress management course for adults offers a range of psychological exercises aimed at mastering stress management skills. The exercises, presented in the form of illustrations and short comments, show equal effectiveness both in conditions of active hostilities and in peaceful communities, among persons who have been diagnosed with or not diagnosed with a mental disorder. Working according to the instructions of the manual, the facilitator (assistant) together with the co-facilitator teach stress management skills to people who have been affected by adverse circumstances. [3; 4] It should be noted that Self-Help Plus is not psychotherapy or psychological counseling, or a substitute for more specialized services. This guideline is evidence-based, requires fewer resources to implement, is short-term and reduces time to provide help, and provides skills that can be useful when access to psychosocial service providers is absent or limited, and those are the essential advantages of this course. Also, one of the key tasks of short-term interventions is the redistribution of the burden between informal organizations, medical workers and experts in the field of mental health. [5] The goal of the work was to help people learn how to cope with stress in adverse life circumstances. Methods. 20 people agreed to participate in the Self-Help Plus course: 16 women and 4 men, aged 24-67. For the experimental study, the questionnaire "Coping strategies of R. Lazarus", the reactive and personal anxiety scale of C. D. Spielberger - Y. L. Khanin (STAI), the Hospital Anxiety and Depression Scale (HADS) and the method of mathematical processing of the criterion by T.Student were used for the experimental study. The results. With the help of R. Lazarus's "Coping strategies" questionnaire, it was found that a significant part of the participants, which is 60%-80%, shows maladaptive behavior, which is expressed through coping strategies: confrontation, distancing and escape. According to the results of the Ch.D. Spielberger-Y.L. Khanin scale of reactive and personal anxiety (STAI), the level of reactive anxiety decreased in the studied group. A repeat survey on the Hospital Anxiety and Depression Scale (HADS) showed signs of reduction in mood disorder to moderate/mild state or no disorder at all. In the course of the study, it was found out that most participants of the Self-Help Plus (SH+) course developed stress management skills. According to the Student's formula, the Student's t-criterion of 2.09 was obtained, which makes the probability of an error-free forecast about 95%.

Skills Development for Graduate Employability in Bangladesh: Japanese Language in TVET Program

The tremendous potential of Technical and Vocational Education and Training (TVET) appears evident worldwide, including in Bangladesh, where the emphasis is primarily on individual skills development for decent employment. Numerous studies have demonstrated that varying degrees of development of soft skills and hard skills contribute to the strength and capability of human capital. It is well acknowledged that knowledge and technology are rapidly updated in the contemporary world. This study explores how skills development influences sustainable employability through the lens of the Japanese language skills development program in TVET. Moreover, this research aims to study the impact of Japanese language programs in Bangladesh's TVET system on skills development and sustainable employability. It aims to assess how the skills acquired through these programs benefit both the domestic and international job markets related to Japanese language abilities. This research employs a mixed-methods research approach examining the participants’ perceptions and understandings of those TVET students who have enrolled or graduated from the Japanese language program. The research endeavours to conduct a theoretical examination of the human capital development theory and to establish a connection between the Japanese language program and its associated approach, knowledge, and method. By examining the research findings, this study found that the TVETs’ Japanese language program significantly positively impacts individuals’ hard and soft skills development, improving the quality and form of employability, increasing individual wages, and playing a supportable role in achieving the SDG 8 of decent work and economic growth. Several practical initiatives have been recommended to increase this language program’s sustainability in TVET.

The Role of Transformational Leadership in Facing the Challenges of Organizational Change

Organizational change is an inevitable phenomenon in a dynamic business environment. Transformational leadership has an important role in dealing with the challenges that arise during the organizational change process. This study aims to investigate the role of transformational leadership in overcoming the challenges of organizational change and its impact on organizational performance. The research method used is a literature study that involves an in-depth analysis of relevant previous research. The results of the analysis show that transformational leadership plays a key role in influencing the attitudes and behaviors of organizational members during change. Transformational leadership is able to motivate and inspire organizational members to adapt to change, overcome uncertainty, and improve performance. Factors such as effective communication, strong team building, and individual skill development also influence the effectiveness of transformational leadership in meeting the challenges of organizational change. This research provides valuable insights for leaders and managers in understanding the role of transformational leadership in managing organizational change successfully.

Acquiring life skills at therapeutic recreational based camp among Hungarian youth

Even though a considerable number of studies proved that specialty camps working with therapeutic recreation (TR) have several psychosocial benefits for children and adolescents with serious illness, less is known about outcomes of the camp experience in the long term. The main purpose of this research is to investigate which life skills youth living with serious illness consider important in their daily life and how they perceive thatcamp was critical in the acquisition of those skills. Our sample consisted of (N = 60) alumni members aged 18–25 from Hungarian Camp of Courage (Bátor Tábor) with a previous medical diagnosis of childhood cancer, hemofilia, diabetes mellitus, inflammatory bowel disease, or juvenile idiopathic arthritis. The research applied a retrospective online survey method. The questionnaire was developed based on previous interviews with camp alumni and included a set of questions regarding subjective importance and the camp’s role in the acquisition of 18 life skills. Descriptive analysis and principal component analysis were applied. Results showed that perseverance, the ability to live close to peers and to appreciate diversity, empathy, relationship skills, self-confidence and teamwork were the areas that are subjectively important for youth and also attributed to camp in their development. Participants rated the camp’s role important in developing all 18 skills, especially the development of individual growth skills and the ability to enjoy the moment with an empathic open presence. Significant correllations between demographic groups were observed both on the daily importance of the skills as well as in the camp’s role in their acquisition. Results were discussed in the framework of Basic Needs Theory and implications were made to camp program planning based on the found demographic differences.

Learn to Train Like You Fight

This qualitative study includes nine semi-structured interviews with cybersecurity experts from different security-related organizations who are familiar with cybersecurity exercises. Its contribution to cybersecurity workforce development focuses on organizational learning rather than individual skills development and relevant competencies. It was found that the utilization of thematic analysis methods develop individual readiness and expertise. It also enhances the maturity of an organization's processes, roles, communication, and exercise capabilities. Moreover, the exercises increase social trust between individuals and organizations through business-to-business cooperation. However, there were several barriers and challenges in utilizing learned skills and competencies within an organization, including a need to increase the capacity of staff members who participate in the exercise.

MP25-10 IMPLEMENTING A NOVEL STRESS RESILIENCE TRAINING CURRICULUM AMONG UROLOGY TRAINEES: PROOF OF CONCEPT IN CURRICULUM DESIGN

You have accessJournal of UrologyCME1 Apr 2023MP25-10 IMPLEMENTING A NOVEL STRESS RESILIENCE TRAINING CURRICULUM AMONG UROLOGY TRAINEES: PROOF OF CONCEPT IN CURRICULUM DESIGN Angeline Johny, David Wittkower, William Whitworth, Carter Lebares, and Jennifer Taylor Angeline JohnyAngeline Johny More articles by this author , David WittkowerDavid Wittkower More articles by this author , William WhitworthWilliam Whitworth More articles by this author , Carter LebaresCarter Lebares More articles by this author , and Jennifer TaylorJennifer Taylor More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003253.10AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Burnout is a pervasive issue in healthcare, with urology trainees reporting burnout rates as high as 63.8%. Resilience training is a proven tool to prevent burnout and improve performance in high stress working environments, with demonstrated efficacy in surgical residency programs. Enhanced Stress Resilience Training (ESRT) is a mindfulness-based cognitive skills training developed and validated by Dr. Carter Lebares and the UCSF Center for Mindfulness in Surgery. ESRT offers tools to reframe thoughts and promote emotional regulation. The primary goal of this study is to assess feasibility and to introduce a curriculum to expand a pre-existing program focused on wellness and individual skill development. METHODS: Through consultation with Dr. Lebares, we customized course structure to include a didactics presentation and five ESRT sessions taught over Zoom by a certified ESRT instructor, a retired surgeon. We conducted the sessions in place of standard departmental conferences to mitigate personal time used for the training. Baseline descriptive pre and post course data was collected using validated surveys, including the Mental Health Continuum Short Form, Physician Wellbeing Index, and the Connor Davidson Resilience Index, with a subsequent focus group to gain qualitative data on overall course perception. Using two-sample t-tests, we compared differences between and pre and post course responses. RESULTS: There were 33 participants in the course, with 20 residents, 7 faculty, and 6 others (student/APP). Surveys were completed by 30 participants pre course and 15 participants post course, with 15 sets of paired data. There were no statistically significant differences in self-reported wellbeing or stress response after course participation; however, participants were significantly more likely to use meditation as a stress coping mechanism after the course (p=0.008). Qualitative descriptive results demonstrated a 15% increase in participants’ understanding of the impact mindfulness practices have on work performance. CONCLUSIONS: Our program successfully implemented ESRT via a novel remote delivery format. Although our analysis was limited by small sample size, our pilot study highlights feasibility in implementation. This curriculum also showed resident skill development in stress regulation through mindfulness practices. Next steps would include repeat delivery within the program to promote durability, and possible expansion beyond our single program. Source of Funding: Norton Rose Fulbright Educational Grant © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e346 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Angeline Johny More articles by this author David Wittkower More articles by this author William Whitworth More articles by this author Carter Lebares More articles by this author Jennifer Taylor More articles by this author Expand All Advertisement PDF downloadLoading ...

How Does (And Doesn’t) Education Enable Individual Skills Development and Employment

This narrative review examines the degree to which authors contend that education contributes to or hinders the development of an individual skill that leads to employment. Besides, it provides an overview of the kinds of training that allow people to develop their skills and find employment globally and within Ethiopia following a dependency model (employability on education and skill development). The literature review examines the importance of education for employment and developing skills and talents. A few of the most significant policy issues, employment strategies, and challenges are also reviewed accordingly. Consequently, it might be possible to conclude that a person's education should align with the kind of job that organizations and individuals are seeking around the globe, including in Ethiopia. In the end, following a thorough literature review, this research provides some recommendations to enhance education for upcoming progress.

The relationship of personal qualities and universal skills for successful career building for students of psychological and pedagogical areas of training at the university

The research is devoted to the study and description of the features of the severity of universal skills for successful career building and their relationship with the personal qualities of students of psychological and pedagogical areas of study at the university. The study involved 107 students of psychological and pedagogical areas of training at the university. Research methods: the author's questionnaire for assessing the frequency of manifestation in the behavior of ten universal skills for successful career building and psychological testing of students' personal qualities. Statistical processing was carried out using descriptive statistics, two-stage cluster, correlation and multivariate analyzes of variance using the SPSS Statistics 26.00 software package. As a result of the study, it was found that the skills of managing emotions and stress, flexibility, adaptability, self-presentation and conflict management are expressed at an average level among students of psychological and pedagogical areas of study at the university. Statistically significant differences in the severity of self-presentation skills, problem solving and conflict management among students of different courses were established. The greater severity of the skills of managing emotions and stress, self-presentation, leadership and problem solving in psychology students was determined. The development of individual psychological universal skills among students of psychological and pedagogical areas of study at a university is more associated with the development of emotional stability and self-control, the use of optimal coping strategies, and socio-psychological skills - with the development of extroversion, communication and leadership abilities, emotional stability and self-control.

Comparison of group and individual soft skills development programs -

Competitive pressures are increasing demands on managerial performance and, thus, on creating effective management development programs. The purpose of this study was to compare group and individual approaches to developing line and middle managers. The Managerial Tools and Managerial Training Simulator programs were used, with 256 managers participating. We examined the following five soft management skills: effective goal setting, giving feedback and evaluating performance, accepting feedback as a manager, management coaching, and leading discussions and team meetings using a facilitative leadership style. After both types of development programs, both groups of managers showed improvements in developing skills as assessed by their subordinates. At the first measurement, individual and group development resulted in the same positive increase in subordinates' perceptions. However, in terms of a long-term effect (the second measurement), this positive increase was maintained for the individual development programs but not group programs, where it decreased. Thus, the effect of the individual development programs appears to be longer-term. Overall, we found no significant difference between line and middle managers - both groups responded similarly to the development activities. Regarding developing individual skills, the smallest change was found in the ability to set goals and provide feedback. The most considerable change was the ability to accept feedback, coach, and facilitate. This research provides information for specialists in education and development and may help select appropriate leadership development tools, particularly for individual programs with longer-term impacts.

A Novel Framework for Inner-Outer Sustainability Assessment

Calls for systemic transformations have become prevalent throughout sustainability discourse. Increasingly, these calls point towards consciousness expanding practices and interventions, such as mindfulness, to support the development of individual understandings, skills, and capacities that are conducive to more sustainable ways of being and doing. The growing interest in leveraging inner capacities, including mindsets, worldviews, values, and beliefs for sustainability transformations emerges from concerns that conventional approaches are failing to align social and ecological systems towards long-term viability. Interest in these consciousness-driven transformations is spreading, particularly in governments and prominent organisations. Tempering this enthusiasm are concerns that untethered from moral and ethical guidelines as well as caring understanding of local and global prospects for lasting wellbeing, mindfulness programs, workshops, and interventions for inner transformation can inadvertently strengthen unsustainable systems and deepen inequities. Accordingly, this paper presents an exploratory assessment framework to increase understandings of how events focused on interventions for inner transformation align with broad sustainability requirements. Findings from application of the framework should help to elucidate how these offerings can disrupt normative ways of thinking and doing, and in turn, positively influence multi-scalar transformations. Furthermore, use of the assessment process to plan and/or evaluate inner development offerings is anticipated to help strengthen progress towards sustainability and reduce adverse trade-offs that might undermine positive systemic transformations.

Relation Between Diabetes and Psychiatric Disorders.

Depression, anxiety, and schizophrenia are all things that have been found to be linked to the mental health of diabetics. When combined with particular mental health conditions, the management of diabetes might become very challenging. The management of diabetes requires the patient to be actively involved and is contingent on the patient's adherence to prescribed lifestyle modifications, self-monitoring, and medication. Patients who struggle to keep their mental health concerns under control are more likely to have trouble managing their diabetes on their own. People who have diabetes, because it is one of the most cognitively and behaviorally taxing chronic medical conditions, may be especially susceptible to developing mental health disorders. It is more prevalent in those who suffer from mental problems than it is in the general population. Diabetics frequently struggle with a variety of mental health conditions, including but not limited to schizophrenia, anxiety, and depression. Diagnosing and treating mental health disorders is an important component of diabetes treatment that can be accomplished through the collaborative efforts of members of a multidisciplinary team. Patients who fall into this category can benefit from a wide range of services provided by pharmacists who work with them, including individual assessments, joint goal-setting, skill development, ongoing monitoring, and medication management. These services are designed to help patients feel better and function better.

Level Up! Lessons Learned from Six Years of Collaborative Technical Skills Development

ABSTRACT As academic and cultural heritage institutions increasingly offer digital collections and services, technical upskilling—the process of acquiring and/or expanding technical skills—has moved from an individual prerogative to an institutional imperative. In this publication, the authors share their experiences with, and lessons learned from, a series of four collaborative technical skills development initiatives—the ArchivesSpace-Archivematica-DSpace Workflow Integration Project (2014–2016), a series of Curation Team Workshops (2015), a Technical Skills Pilot Project (2017–2018), and the development of a Bentley Audiovisual Quality Control Utility (2019)—at the University of Michigan Bentley Historical Library. In doing so, the authors advocate for the value of increasing the technical literacy and skills of entire teams/units (as opposed to focusing on the development of individual skills) and provide information and best practices that will enable and empower other institutions to undertake similar initiatives. They conclude by making the case for organizational cultures that value learning together.

Methodological foundations of the criterion assessment of students' knowledge in the course of school geography

We know that the dynamic development of the country's economy directly depends on the education system. The knowledge acquired by a student during traditional training is memorized, used rationally somewhere, but, in essence, is not used effectively by students in life. And in a modern developed society, knowledge is not enough for a citizen, it is important to be able to effectively apply the acquired knowledge in everyday life situations. Therefore, priority is now given to improving functional literacy, critical thinking and creativity of students. That is why the main goal of the implementation of the criteria assessment system is to improve the quality of education at school. This article discusses the introduction of a system of criteria assessment in the system of Kazakh education and the features of the creation and application of didactic materials in geography lessons, which are created using an online service. LearningApps.org and presents personal practical experience of using information technology tools in geography lessons with the help of this website and the analysis of teaching effectiveness. The purpose of the interactive module research LearningApps.org This is the development of individual creative skills of students in the information environment of the modern world during the educational process. In order to see the effectiveness of using the online service LearningApps.org an experiment and a survey of students in grades 7-10 were conducted in the training. As a result of the experiment , it turned out that when using an online service LearningApps.org in geography lessons, there was a noticeable improvement in the quality of knowledge at different stages of lesson. Key words: education, updated curriculum, criterion assessment, formative assessment, summative assessment, geography, information technology, service application LearningApps.org. &nbsp

Evaluating the development of reflexive personality skills in the conditions of distance educational technologies

Introduction. The article examines the formation of cognitive foundations of individual’s intellectual potential and their ability to reflect and introspect. The purpose of the study is to determine and evaluate the characteristic features of the development of reflexive personality skills in the conditions of distance educational technologies. Materials and Methods. The methodology of the research includes a conceptual analysis and reviewing research papers focusing on cognitive development of the individual, the assessment of this development in a distance educational environment, and the specifics of the manifestation of reflexive cognitive processes. The philosophy of education as a methodological basis of the research involves the identification, evaluation and generalization of the main features of the development of reflexive individual skills in the conditions of distance educational technologies. Results. The authors consider reflection in the education system, on the one hand, as a process of understanding knowledge and information through study and comparison, on the other hand, as a principle of human thinking aimed at self-understanding and self-examination. The main content of a person's reflexive ability as a cognitive ability for critical self-examination is presented: developed human abilities to recognize and solve complex mental problems, developed imagination; an aptitude to introspection and critical thinking. The authors have identified the key problems in the development of reflexive personality skills in the conditions of distance educational technologies. They include a decrease in the quality of assimilation and understanding of information and knowledge; difficulties in retaining attention and implementing reflection in general; problems in the formation and implementation of personality self-organization, the development of self-control skills, the development of uncertainty in the positive result of cognitive activity and in their own capabilities. It is emphasized that the dissonance in the development of reflexive personality skills in the conditions of distance learning technologies contributes to a restrained attitude to online learning. Conclusions. The authors summarize the main features of the development of reflexive personality skills in the conditions of distance educational technologies.

Youth invisible work: the sociocultural and collaborative processes of online search and brokering between adolescents and English-language learning families

PurposeThis study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations.Design/methodology/approachFor this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks.FindingsFrom a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges.Research limitations/implicationsAn intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families.Practical implicationsDesigners need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work.Social implicationsThe authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources.Originality/valueThis study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

Multivariate Training Programs during Physical Education Classes in School Context: Theoretical Considerations and Future Perspectives.

Physical Education plays a fundamental role in promoting healthy habits and lifestyles, as well as in the development of individual and cognitive skills. To date, several investigations have reported positive effects on indicators of physical fitness, motor proficiency, and creativity as a result of specific training programs during Physical Education classes. However, the effects of multivariate training programs on the improvement of the aforementioned skills remain unclear in the literature. Through this brief review, the benefit of applying multivariate training programs during Physical Education classes on indicators of physical fitness, motor proficiency and creativity was critically analyzed. A narrative approach was applied to summarize the availed research as following: (i) theoretical background; (ii) research gaps/issues; (iii) subject explanation about multivariate training programs in Physical Education; and (iv) practical application and further research. The evidence reported in this regard may be useful for the development of multivariate training programs that simultaneously enable the improvement of indicators of physical fitness, motor proficiency and creativity. However, there is still no consensus in the literature on the best strategies (i.e., type of program, duration, intensity) to enhance motor proficiency and creativity in the context of Physical Education classes using multivariate training programs.