Personal Aspects Research Articles

The Ability of Physical Education Teachers in Implementing Learning at Elementary Schools in Southwest Aceh Regency

Physical education teachers are responsible for preparing quality Learning Implementation Plans and implementing effective learning processes so that learning objectives are achieved. A good Learning Implementation Plan will make it easier for teachers to implement structured and directed learning. Physical education teachers face challenges in implementing effective learning processes. The physical education learning process must actively involve students and train their motor skills. However, in practice, physical education teachers often face difficulties in managing classes and making students actively engaged in learning. The approach used by the author in this study was a mixed-method approach (combined method) with an explanatory sequential design type. The research sample comprised nine physical education teachers working in elementary schools throughout Aceh Barat Daya Regency. The data collection techniques used by the researcher were observation and interview techniques. 1) Physical education teachers' ability to implement learning in elementary schools in Aceh Barat Daya Regency obtained the "Good" category with an average score of 6.5. Teachers can display personality aspects that include indicators of being charming, authoritative, firm, full of calling, and alert. In learning activities, teachers can carry out activities to open lessons, master materials, determine learning steps (activities), evaluate the process and learning outcomes, and close learning well. 2) The obstacles felt by physical education teachers in implementing the learning process at Elementary Schools in Southwest Aceh Regency are related to the limited availability of physical education learning facilities and infrastructure at schools. This has an impact on the less-than-optimal implementation of learning and evaluation activities. In addition, the limited time in learning activities, especially to evaluate the learning process of each student as a whole, so that teachers choose a fast and simple evaluation method. 1) The ability of physical education teachers to implement learning in Elementary Schools in Aceh Barat Daya Regency obtained the "Good" category. Teachers can display personality aspects and implement learning well. 2) The obstacles felt by physical education teachers in implementing the learning process at SD Negeri Aceh Barat Daya Regency are related to the limited availability of physical education learning facilities and infrastructure at the school and limited time in learning activities, especially to evaluate the learning process of each student as a whole.

Experiences of clinical nurses with medication interruption: A systematic review and qualitative meta-synthesis.

Managing medication interruptions is considered one of the biggest dilemmas for nurses in clinical settings. To improve medication safety, it was imperative to conduct a systematic review to get a deeper understanding of nurses' experiences with medication interruptions. A systematic review and qualitative meta-synthesis aimed to explore clinical nurses' experiences of interruption during medication in hospitals. Systematic searches were conducted in PubMed, CINAHL, Ovid Medline, Embase, Web of Science, and The Cochrane Library from inception to January 2024. The search strategy included four groups of keywords: (1) qualitative research, (2) nurses, (3) medication interruption, and (4) experience. Critical Appraisal Skills Programme was used to assess the quality of the studies. Meta-ethnography was utilized to synthesize the findings of the included studies. Nine articles published between 2012 and 2023 were included; the number of participants varied from 5 to 40, aged 20-68 years, and the majority were female. Four synthesized findings were identified as follows: (1) an inevitable part of the routine, (2) a decision-making process, (3) working in a minefield, and (4) coping with interruption. Nurses embraced interruptions as an inherent component of clinical care. Previous experience and nursing culture, encompassing personal and professional aspects, significantly influence nurses' attitudes toward medication interruptions. It is crucial to incorporate the distinctive work experiences of nurses into techniques aimed at efficiently handling interruptions in future research. The registration number in PROSPERO is CRD42023470276.

Kako se izogniti potvorjeni znanosti?

Purpose: The falsification of research data and ideas is not a new phenomenon in scientific communication, nor is it specifically related to open science, rather to the issue of web resources in general. Access to scientific publications has become even faster, cheaper and more accessible for the user. Unfortunately, misleading publishers, and sometimes the researchers themselves, are becoming increasingly inventive. Cooperation with such entities affects (non)evaluation of publications and creates a broader social problem. Not only are publications questionable but the use or misuse of such untrusted sources is also objectionable. Such practices adversely affect the development of society as a whole. Non-experts portray themselves as experts and refer to unverified, misleading scientific publications to justify their attitudes towards current social issues. In communication, including academic writing, we are witnessing a growing lack of knowledge and inability to think critically and an increasingly aggressive justification of the personal aspect as the only acceptable approach. One consequence is also the growing general mistrust in science and, in extreme cases, even deaths due to incorrect decisions by individuals, based on unverified claims and sources that appear to be scientific. Methodology: We have identified tools, platforms, and procedures that help identify and evaluate these practices, and are helpful to researchers and authors in selecting sources and publications in which to publish their findings. Results: The University of Maribor informs students and employees about this issue at lectures, and we have also prepared some research guides in which we try to raise awareness of the user, encourage them to think critically, and at the same time introduce them to the ways and tools that help them detect misleading practices

How to meet coping strategies and preferences of children during invasive medical procedures: perspectives of healthcare professionals

Children with negative procedural experiences have an increased risk of fear and distress, with psychological consequences for subsequent procedures and future healthcare behaviors. Gaining control and feeling trust are important aspects for children to decrease fear. To enable professionals providing personal care during medical procedures, a systematic, evidence-based approach that supports children in expressing their preferences is needed. This study will gain insight into the experiences and needs of professionals involved in small invasive medical procedures to meet the coping strategies and preferences of children undergoing these procedures. A qualitative design was used to gain insight into professionals’ perspectives. Data were collected through online focus groups with various professionals involved in medical procedures, such as anesthetists, laboratory staff, nurses, and pediatricians. Five interdisciplinary focus groups, with a total of 32 participants, were held. One overarching theme was revealed: “Balancing between different actors within the context of the hospital.” Professionals reported they had to deal with different actors during a medical procedure: the child, the parent, the colleague, and themselves. Each actor had its own interests. They were aware of the child and parents’ priority to gain control and feel trust. Nevertheless, they perceive organizational and personal aspects that hinder addressing these needs. Conclusion: To provide personalized care, professionals experience balancing between the needs and interests of diverse actors during medical procedures. The findings underscore the importance of a policy supporting HCPs in integrating patient-centered care into practice through practical tools and training initiatives such as scenario training.What is Known:• Unresolved pain and stress arising from medical procedures can have significant short- and long-term impacts on children. Empowering children to gain control and fostering a sense of trust are crucial factors in reducing fear associated with medical procedures.• Children and parents expect to receive child-tailored care from professionals including respect for their own, unique needs, and boundaries. Professionals should build trustful relationships and provide appropriately tailored autonomy around medical procedures.What is New:• Healthcare professionals vary in their awareness of children’s needs during a medical procedure. Beside this, the organizational dynamics of the hospital, along with the presence of actors such as the child, parent, colleague, and oneself, collectively influence the conduct of medical procedures.• Providing person-centered care during medical procedures can present challenges. The results highlight the significance of a policy to assist healthcare professionals in incorporating patient-centered care into their practice through practical tools and a culture of self-reflections regarding patient-centered values.

Contrastive Functional Connectivity Defines Neurophysiology-informed Symptom Dimensions in Major Depression.

Major depressive disorder (MDD) is a prevalent psychiatric disorder characterized by substantial clinical and neurobiological heterogeneity. Conventional studies that solely focus on clinical symptoms or neuroimaging metrics often fail to capture the intricate relationship between these modalities, limiting their ability to disentangle the complexity in MDD. Moreover, patient neuroimaging data typically contains normal sources of variance shared with healthy controls, which can obscure disorder-specific variance and complicate the delineation of disease heterogeneity. We employed contrastive principal component analysis to extract disorder-specific variations in fMRI-based resting-state functional connectivity (RSFC) by contrasting MDD patients (N=233) with age-matched healthy controls (N=285). We then applied sparse canonical correlation analysis to identify latent dimensions in the disorder variations by linking the extracted contrastive connectivity features to clinical symptoms in MDD patients. Two significant and generalizable dimensions linking distinct brain circuits and clinical profiles were discovered. The first dimension, associated with an apparent "internalizing-externalizing" symptom dimension, was characterized by self-connections within the visual network and also associated with choice reaction times of cognitive tasks. The second dimension, associated with personality facets such as extraversion and conscientiousness typically inversely associated with depression symptoms, is primarily driven by self-connections within the dorsal attention network. This "depression-protective personality" dimension is also associated with multiple cognitive task performances related to psychomotor slowing and cognitive control. Our contrastive RSFC-based dimensional approach offers a new avenue to dissect clinical heterogeneity underlying MDD. By identifying two stable, neurophysiology-informed symptom dimensions in MDD patients, our findings may enhance disease mechanism insights and facilitate precision phenotyping, thus advancing the development of targeted therapeutics for precision mental health.

<b>From Imagination to Practice: Unravelling the Professional Identity of a Pre-service EFL Teacher</b>

This study uses a narrative inquiry method, focusing on the transformation journey of a pre-service EFL teacher named Brandon (pseudonym), to explore the complex process of professional identity construction and reconstruction for pre-service teachers to teach EFL from a teaching practicum. The study gathered information about critical events that shaped Brandon's professional identity through semi-structured interviews and diaries before and during his teaching practice. Using an innovative "story constellation" approach, the research creates a three-dimensional narrative, weaving together temporal, personal, social, and contextual aspects. This exploration of Brandon's journey illuminates the core tenets of effective language teaching, including adaptability, empathy, continuous learning, and a student-centred approach, thereby gaining a deeper understanding of the (re)construction of EFL teachers' professional identities. This study widens knowledge of EFL teachers' pre-teaching professional experiences and offers important implications for teacher education programs.

The implications of educational games on the development of children's intellectual abilities

Educational games have emerged as powerful tools in contemporary pedagogy, leveraging interactive and engaging platforms to enhance children's intellectual abilities. This research explores the multifaceted implications of educational games on cognitive development focusing on critical thinking, problem-solving skills and knowledge retention among children. This study used a mixed-data collection strategy. The goal of this research was to determine the impact of developed educational game technology on improving children's intellectual abilities. The study included 43 participants. According to the study, children have an average level of intellectual development. In this regard, training preschool-aged children required modifications to the content, procedural and personal aspects of learning for children using educational game technology. The study's findings revealed that incorporating educational game technological advances into the process of training children improved their cognitive abilities. Teachers can improve their teaching strategies using the useful tools and materials provided by the study's findings on the usage of educational games to support children' intellectual development. This research underscores the importance of integrating educational games into curricula to maximize their intellectual benefits and prepare children for future academic and life challenges.

Edge Computing with Deep Learning and Internet of Things for Recognising and Predicting Students Emotions and Mental Health

A person's Mental Health (MH) dramatically influences their complete evolution in life, including their cognitive, emotional, and psychomotor components. A person with good MH is content with life and can be creative, learn new things, and take risks to accomplish more significant objectives. Currently, college students are dealing with MH concerns for various causes, which affect their academic performance and significantly contribute to poor academic results. Therefore, encouraging MH in college students presents a significant problem for educators, parents, teacher educators, and governments. Adolescence is a crucial and delicate time characterized by considerable physical, emotional, social, and religious changes. The physical, social, and psychological facets of an individual's growth are laid out in this period, with mental health as a crucial factor in promoting these gains. Therefore, it becomes crucial for researchers to use Deep Learning (DL) algorithms to study the association between MH and vital psychological characteristics, such as emotional intelligence, personality traits, and intelligence. The personal aspects, namely personality, emotional intelligence, and MH are all related ideas that influence one another. Individuals must have mental well-being and emotional harmony to have a good personality. The current study uses DL techniques to investigate the relationship between college students' MH, emotional intelligence, and personality features. To perform a thorough study on emotion identification and Mental Health Prediction (MHP) among college students, this project investigates the integration of edge computing enabled by the Internet of Things (IoT) in the context of intelligent systems. Innovative treatments are urgently needed due to this population's rising prevalence of MH issues. This paper aims to continuously monitor and predict college students' MH using Edge Computing (EC) and IoT technology.

Factors influencing noise annoyance across various transportation modes: lessons from the citizen science project "De Oorzaak"

The citizen science initiative "De Oorzaak" invited adult residents of Flanders (Belgium) to fill out the "Large Sound Survey", gathering over 8,000 answers in a month. This comprehensive 51-question survey evaluated annoyance levels across various transportation modes, drawing on established questionnaires like the Epworth Sleepiness Scale, Weinstein Noise Sensitivity Scale and Written Environmental Survey (SLO), organized by the Flemish government. It also aided in selecting participants for subsequent project phases. Comparing LSS results to the latest SLO report revealed a significant self-selection bias, with 33.3% highly annoyed by noise compared to 11.6% from the SLO. A profile could be drawn for the most annoyed participants: noise-sensitive individuals living in apartments or studios, adults (26-61 years old), and residing in densely populated areas. Regarding transportation noise, passenger cars and trucks lead as the most annoying sources, with %HA of 24.5% and 23.5%, respectively, followed by motorcycles and alike (%HA =21.5%). Conversely, rail and air traffic annoyance are considerably lower. Correlations were drawn between the several noise annoyance sources and individuals' characteristics. Overall, population density, age, fatigue level and quality of life are the personal aspects that correlate more consistently with road, rail, and air traffic noise annoyance.

A Fundamental Difference in the Nature of Personal Values and Personality Traits Revealed Through Different Patterns of Stability Across Their Distributions.

Personal values and personality traits are both important aspects of personality, but much is still unknown about the fundamental differences between the constructs, including how their patterns of temporal stability compare. This paper investigated patterns of intra-individual stability in both values and traits. Quantile correlations were estimated between each of the 20 refined personal values and the same values 2 years later in a large longitudinal sample of Australian adults (N = 2875). The same was done for each of the 15 Five-Factor Model trait facets in a subsample of these participants (n = 2424). It was observed that more important values tended to remain more stable over time, while traits retained a similar stability regardless of trait strength, and frequently showed small decreases in stability at extreme levels. Findings indicate that highly prioritized values may be a more central aspect of the self, and a more reliable element for predicting future outcomes, than less highly prioritized values, but in contrast, traits do not function in a way that is dependent on trait strength.

Newton’s disputes with Hooke and Leibniz: Institutional, scientific and personal aspects.

Abstract This paper discusses the often fractious personal and academic relationships that Isaac Newton enjoyed with Robert Hooke and Gottfried Leibniz. It suggests that their disagreements operated at several levels: intellectual, methodological, institutional and personal. The disputes were related to a number of pre-existing rules of behaviour, notably those governing the correct ways to assign intellectual property and to manage disputes relating to it. Although these procedural codes concerned intellectual issues, they drew in part on etiquette in polite or genteel society more generally. The disputes were to some extent made possible by the appearance of new academies and societies, which provided new fora for disseminating results and for managing disagreements between scholars over extended distances. The presence of these intellectual institutions meant that there were novel aspects to the rules that governed these contests and indeed entirely new rules. Indeed, it was the way that the combatants attempted to get their preferred rules of engagement accepted more generally by others and the ways in which they manipulated them that conditioned the nature of their disagreements. More broadly, the capacity to engage in such contests was shaped by national pride, the ability to attract powerful support for respective causes and finally by the personalities of the individuals involved, which are perhaps best revealed in these situations.

What facilitates the socio-spatial reattachment after a disaster? A sense of place approach

Disasters disrupt the socio-spatial bonds of the people and communities that they affect. Even though there is a large body of research on the impacts that these events produce, we know less about how people reconnect to transformed environments. To understand how the re-establishment of ties is experienced, in this study, we examine how sense of place develops in post-disaster settings. We conducted 18 group interviews and 80 walking interviews (n=205), distributed across three cases of emblematic disasters in Chile caused by a volcanic eruption, an earthquake and tsunami, and a fire. We used thematic analysis to examine these interviews. Results show that sense of place, in connection with the re-establishment of bonds, is produced in the assemblage of natural, material, personal, and community aspects, grouped into three major topics: appropriation of space, opening of the self, and community activation. We discuss the relevance of natural landscapes and socio-ecological networks for well-being, as well as the need to address the psychosocial working-through dimension in reconstruction policies. We conclude that sense of place is an integrative theoretical-analytic tool that makes it possible to examine the configurations of socio-spatial reattachment in individuals affected by disasters.

Вітчизняні наукові школи в галузі теорії та методики навчання хімії: персонологічний аспект

The article characterizes domestic scientific schools in the field of theory and teaching methods of chemistry, and based on the analysis of their scientific output, the main directions of research in this field in independent Ukraine are determined. The purpose of the article is to characterize domestic scientific schools in the field of theory and methods of teaching chemistry in the personal aspect, analysis and generalization of the subject of their scientific research. An analysis of the activities of scientific schools of famous Ukrainian method scientists in the field of theory and methods of teaching chemistry was carried out: N. M. Burynska, L. P. Velichko, N. N. Chaychenko, O. G. Yaroshenko. Based on the analysis and generalization of the topics of dissertation works of the considered scientific schools, the main directions of scientific research in the domestic theory and methodology of teaching chemistry are highlighted, namely: methodological principles of forming chemical concepts and knowledge in students of general secondary education institutions; improvement of organizational forms, methods and means of teaching chemistry in institutions of general secondary education; theoretical and methodical principles of implementation of pre-professional training and specialized training in chemistry in institutions of general secondary education; methodical principles of studying chemistry as a general educational discipline in institutions of professional pre-higher education and formation of a system of chemical knowledge among students; theoretical and methodical principles of teaching chemistry in institutions of higher education; formation of the content of school chemical education and development of the methodology of teaching chemistry as a pedagogical science; professional-pedagogical and methodical training of future chemistry teachers; implementation of the environmental component in the process of teaching chemistry; theoretical and methodological principles of monitoring the results of chemistry education. It was determined that domestic scientific schools for the theory and methods of teaching chemistry are not only an important factor in the preservation and development of traditions in the field of chemical education, but also a scientific center for generating new didactically grounded ideas to ensure innovations in chemistry education.

FROM RESISTANCE TO READINESS: A ULTIDIMENSIONAL ANALYSIS OF E-LEARNING IN HIGHER EDUCATION

In the face of rapid digital transformations within the higher education sector, assessing the readiness of educational institutions to adopt e-learning systems has become crucial to ensure the success of these initiatives and avoid potential challenges that may hinder implementation. This study aims to explore the effectiveness of the ADKAR model components (awareness, desire, knowledge, ability, and reinforcement) in assessing the readiness of Algerian universities to adopt e-learning in digital education systems. The study also addresses the role of motivation and satisfaction in influencing the personal and behavioral aspects of 530 students and academics. The results reveal that 90% of the participants demonstrated a strong readiness and desire to integrate e-learning. Notably, the ADKAR model has proven to be highly effective in assessing the readiness of higher education institutions to adopt e-learning, as all variables showed significant effects. Desire was the most influential element, followed by knowledge, then awareness, ability, and finally reinforcement of change. Additionally, the study highlights that satisfaction and motivation were also found to have positive and significant effects. This study provides crucial insights that can greatly contribute to guiding policy makers, educational officials, and academics interested in implementing e-learning systems in the context of higher education.

Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature

INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.

Adapting Japanese Methods of Holistic Education in Ukrainian Higher Education: Advantages and challenges

This study examines the potential benefits and challenges of integrating Japanese holistic education methods into Ukrainian higher education. Japanese holistic education, characterised by an emphasis on the development of the whole person, including emotional, social and moral aspects, has demonstrated success in nurturing well-rounded individuals. In contrast, Ukrainian higher education emphasises academic achievement, often overlooking holistic development. This study aims to address this gap by exploring how Japanese educational principles can be adapted to the Ukrainian context. Through a comprehensive literature review, surveys and interviews with educators and experts from both countries, the study identifies key principles of Japanese holistic education and assesses their applicability in Ukraine. The findings suggest that the application of these practices can significantly improve students’ well-being, critical thinking, and social skills. However, the study also identified a number of challenges, including cultural differences, resistance to change and logistical constraints. The study concludes with practical recommendations for policymakers and educators in Ukraine, emphasising the need for a gradual and context-sensitive approach to implementing holistic educational practices. By addressing these challenges and building on the identified strengths, Ukrainian higher education can continue to evolve to support the holistic development of students better and prepare them for the complexities of the modern world.

Impact of digitalisation on the structure of youth political leadership

At the present stage, youth political leadership is in the focus of attention of researchers due to the fact that youth policy is an important part of public policy. The concept of the youth political leadership is relatively new and interdisciplinary, integrating politological, sociological, psychopolitical, and managerial approaches. To analyse the phenomenon, the systematisation of scientific approaches to the study of political leadership is conducted, 6 stages of the development of scientific thought from the second half of the XIX century to the beginning of the XXI one are highlighted. The classical and modern theories of leadership are considered. The article substantiates the mediation of methodological approaches to the political leadership by the historical and political context and the level of development of the political culture of society. They are the basis for studying the structure of the phenomenon in question. It is proved that under the influence of digitalisation as the most important aspect of reality, as an attribute of politics and the socio-economic sphere, the structure of the youth political leadership is undergoing a change. Digitalisation makes adjustments to the existing scientific and methodological basis of the political leadership. The analysis of available leadership concepts has shown a movement from its personal aspect to the socio-interactive one, however, in the context of digital transformation, it is necessary to introduce a digital component of leadership. Based on empirical data, the modern structure of the youth political leadership is derived, consisting of three components: personal, socio-interactive, and digital.

The effect of dwelling size on the mental health and quality of life of female caregivers living in informal tiny homes in Hong Kong

BackgroundAlthough the adverse impact of substandard informal housing has been widely documented, most studies concentrated on developing societies, thereby leaving informal housing in developed regions underexplored. This study examines Hong Kong, where limited dwelling size is a distinctive feature that characterises informal housing, to explore the impact of housing informality on mental health, with a particular focus on dwelling size. It centers on subdivided units (SDUs), which are tiny compartments partitioned from a large domestic quarter, to understand how housing informality and housing size affect the mental well-being of female caregivers, who typically bear the brunt of the housework.MethodsIn partnership with nongovernment organisations in three SDU-abundant districts, this mixed-methods study conducted a survey on 413 female caregivers aged 18—65 and qualitative research combining ethnographic observations and in-depth interviews on 36 families living in SDUs in Hong Kong between 2021 and 2023. The mental health outcomes and health-related quality of life (HRQoL) of the participants were assessed by using the Depression, Anxiety, and Stress Scale-21 and a EuroQol-5 Dimension-5 Level questionnaire.ResultsDepression, anxiety and stress were prevalent across the female caregivers living in SDUs (12.4%), as well as a significantly lower HRQoL compared with that of the general population (0.882 vs. 0.919). Findings showed that a total floor area smaller than 13.0 m2 was associated with increased likelihood of experiencing anxiety and depression and reduced HRQoL. Cramped living space adversely affected the caregivers’ well-being through the 1) physical, 2) relational and 3) personal aspects of home experiences. Negative experiences at home can cause housework burnout, exacerbate family conflicts and lead to feelings of repression and low self-efficacy.ConclusionsThis study contributes to the understanding of the consequences of housing informality in diverse geographical contexts and illuminates the effect of dwelling size by identifying the mechanisms through which housing size can affect the mental well-being of residents, which may vary depending on their family status. The findings yield important policy implications, including the need to establish a minimum space standard for subdivided residential dwellings and ensure equitable access to community spaces for deprived families.

Personality and COMT gene: molecular-genetic and epigenetic associations with NEO-PI-R personality domains and facets in monozygotic twins.

This study investigates the relationship between MB-COMT DNA methylation (DNAm) and the personality traits outlined in the NEO-PI-R model through an epigenetic study of monozygotic twins. DNAm, a critical epigenetic mechanism, regulates gene expression and has been linked to various biological processes and disorders. By leveraging the genetic similarities of monozygotic twins, this research explores how epigenetic variations influenced by environmental factors correlate with personality differences. The study utilized the Five-Factor Model (FFM) to categorize personality traits into five domains: Neuroticism, Extraversion, Conscientiousness, Agreeableness, and Openness to Experience. Each domain comprises six facets, providing a granular view of personality. The research centered on the catechol-O-methyltransferase (COMT) gene, focusing on its role in dopamine metabolism, which is hypothesized to influence personality traits through the dopaminergic system. DNAm status in the MB-COMT promoter region was examined to determine its association with personality facets. Preliminary findings suggest a complex interaction between MB-COMT DNAm patterns and personality traits. Specific methylation patterns at different CpG sites were linked to varying expressions of traits such as impulsivity and aggression, highlighting the nuanced impact of epigenetics on personality. This study underscores the potential of integrating genetic, epigenetic, and environmental data to enhance our understanding of personality formation. The results contribute to a broader understanding of how genetic predispositions shaped by environmental factors manifest in complex trait differences, paving the way for future research in genetic psychiatry and personalized medicine.

Enriching the professional capital of primary school teachers to assess play and learning through play

ABSTRACT This paper explores the significance of a tailored professional learning program (PLP) for transforming primary school teachers’ practices through fostering the development of professional capital; specifically human capital. The focus of the PLP was on assessing play and learning through play for Foundation teachers (the first year of formal schooling) in Victoria, Australia. Drawing from professional capital theory, the study engages with a significant issue through a mixed methods approach. Findings showed that the tailored PLP enhances teachers’ abilities to not only implement play-based learning but also to assess children’s play abilities and learning through play. The study underscores the importance of professional learning in facilitating teachers’ capacity to integrate play-based approaches into the curriculum effectively, while also identifying the tensions between teachers’ learning about assessment through play and navigating this approach in the classroom with competing external and mandated school policies. The paper adds to existing literature highlighting the pivotal role of professional learning when situated as a social practice in shaping teachers’ practices and confidence. It provides ways to promote reflective dis[positions which impact professional learning opportunities and processes, while also pointing to the transformative conditions of social arrangements and personal aspects that enable agency, collegiality and deliberation.