Stuttering and career: Shaping professional paths amid restrictions.

From the perspective of how to understand students better, the study provides a feasible path for teachers' differentiated teaching and role reconstruction by constructing learner profiles and clustering and subclustering. The “learning-learner” feature layer is constructed, and the multimodal data of learners are integrated from six dimensions, such as intrinsic layer, learning layer, and expectation layer, and transformed into six dimensions, such as theory grade, performance grade, cooperation frequency, independent practice, and so on. It is transformed into seven quantifiable music learning effect indicators, such as theory score, performance score, cooperation frequency, and independent practice time. Canopy-Kmeans clustering algorithm was used to identify different types of students, and real data from 124 music performance majors were selected for analysis. The students' overall theoretical and practical scores amounted to 83.02 and 76.75, and the average expected match was 89.83%, which was a good overall performance but with significant individual differences. Correlation analysis further revealed that peer evaluation and expectation fulfillment were highly correlated with r=0.919. Through Canopy-Kmeans clustering, the students were clearly classified into three categories, with 25 students of the leading type who performed comprehensively and were significantly excellent in all the indicators, especially in theory (95.8), practice (93.24), and frequency of collaboration (52.84 times). The 85 students of the intermediate type were in the middle to upper range of all indicators and had the greatest improvement in skills (2.67). In contrast, 14 of the lagging type were significantly lower in theory, practice, practice engagement and collaborative participation.

People who want to build their professional career paths encounter difficult obstacles because modern society keeps changing at a fast pace. Through its ongoing development Artificial Intelligence and Data Science and Cloud Computing technologies establish multiple professional pathways. Traditional career counselling methods rely heavily on manual assessment and provide static solutions that fail to meet individual user requirements. The existing career development methods of today do not offer customized solutions and they fail to keep pace with evolving labor market requirements. Artificial Intelligence (AI) and Machine Learning (ML) provide a data-driven solution to this problem by analyzing user preferences skills and interests to predict suitable career paths. The proposed AI Career Roadmap Generator aims to address these challenges by offering intelligent and personalized guidance.

Purpose : This study’s purpose was to explore professional career paths into Physical Education Teacher Education (PETE). More specifically, this study explored critical and/or impactful experiences in learning to do the work of PETE. Method : Participants were 27 professionally active PETE faculty members. Data sources included semistructured interviews, living graphs, and curriculum vitae. Results : Findings describe points in time (when) and impactful events/experiences (how) critical in professionally developing as a teacher educator, including intentionally designed learning experiences, building a support network, teaching experience, coursework and other resources, and trial and error. Discussion/Conclusion : Framed in occupational socialization theory, results are discussed in terms of the inconsistencies of doctoral programs and highlight that emerging PETE faculty did not feel well prepared for teaching roles. Those who felt best prepared to deliver teacher education courses experienced scaffolded, often customized, learning experiences in their doctoral program. Implications for the future of physical education are discussed.

The article focuses on analyzing volunteering as an activity that requires the development of specific competencies and the potential to evolve into a new professional path in the labor market. It has been found that volunteering involves a range of functions that develop certain knowledge and skills in a person, distinguishing a true volunteer from someone engaged in pseudo-volunteering. To reinforce this trend in practice, a study was conducted on the role of higher education institutions, which have integrated courses dedicated to developing volunteering competencies into their educational and professional programs. A theoretical analysis of perspectives and approaches regarding the meaning and content of volunteer activities was conducted, leading to the conclusion that such activities can serve as a strong springboard for career development in the field of social entrepreneurship. The latter involves expanding the competencies that a volunteer should possess and developing new ones within higher education to meet the requirements of effective social management. An analysis was carried out of educational and professional programs at higher education institutions that integrated specializations and specific courses directly aimed at forming and developing the competencies of a social entrepreneur. Based on the study’s results, it is proposed to consider three key components of a social enterprise’s human resource potential: educational – ensures the development of basic and specialized competencies necessary for creating and launching social enterprises; career – guarantees the stability of the professional path, opportunities for vertical and horizontal mobility, as well as the capacity for continuous innovation; motivational – enhances internal and external engagement in social projects and supports long-term commitment to the social mission. It has been found that volunteer experience promotes the development of entrepreneurial identity, strengthens motivation to create sustainable social models, and develops a unique competency profile that combines social sensitivity, managerial skills, and the ability to innovate in the field of public good, making volunteers attractive candidates for the roles of founders or key managers of social enterprises.

The article presents information about the biography and professional path of Corresponding Member of the Russian Academy of Sciences, Professor, Doctor of Medical Sciences, Professor of the Department of Nervous Diseases, M.M. Odinak, dedicated to his 80th anniversary.

The article is dedicated to the 60th anniversary of the birth of Viktor Vasyliovych Kryvetsky - academician of the National Academy of Sciences of Higher Education of Ukraine, Doctor of Medical Sciences, Professor, Head of the Department of Human Anatomy named after M.G. Turkevych at Bukovinian State Medical University. The article highlights the main stages of V.V. Kryvetsky's life and professional path, as well as his works in various areas of medical science and education. The article provides information about the stages of the life and formation of Viktor Vasyliovych as a scientific and pedagogical worker of the Chernivtsi Medical Institute, the Bukovinian State Medical Academy, and the Bukovinian State Medical University. In 1997, by the Resolution of the Cabinet of Ministers of Ukraine dated April 4, 1997, No. 312, the Bukovinian State Medical Academy was established based on the Chernivtsi State Medical Institute. In 2005, the Bukovinian State Medical Academy was reorganized into the Bukovinian State Medical University based on the Resolution of the Cabinet of Ministers of Ukraine dated March 2, 2005, No. 46-r and the Order of the Ministry of Health of Ukraine dated March 15, 2005, No. 110 “On the Reorganization of the Bukovina State Medical Academy”. The awards and honours received by V.V. Kryvetsky for his many years of conscientious work, significant personal contribution to the development of medical education and science in Ukraine, training of medical personnel, and high professionalism are listed below.

The supervision of graduate students is vital in shaping their academic and professional development paths. However, in many African universities, informal and unregulated practices- collectively referred to as the shadow curriculum - govern supervision through undocumented educational practices that operate parallel to formal systems. This paper aims to explore how the shadow curriculum perpetuates gender bias, exploitation, and unequal power dynamics in postgraduate supervision across selected higher education contexts in Africa, as well as ethically and culturally responsive supervision and mentorship practices. This paper adopts a narrative review and interpretive synthesis approach, examining literature published between 1990 and 2024 to capture evolving supervision practices and related gender dynamics. The findings indicate that weak regulations and patriarchal structures enable supervisors to exploit students through unpaid labor, limited academic independence, and the appropriation of research ideas, with female students particularly affected. Female students also face additional barriers, including discrimination, exclusion, and harassment. There are, therefore, opportunities to engage more effectively with accountability frameworks and gender-responsive supervision models based on equity, transparency, and academic autonomy. The review indicates that these approaches may support fairness in postgraduate education, strengthen research capacity, and promote sustainable development within higher education contexts represented in this review.

In the contemporary university environment, educational counseling plays a strategic role in supporting learning and adaptation to academic and social demands. It represents a complex formative process aimed at students’ personal, academic, and professional development. Through counseling, students develop skills of self-regulation, decision-making, and professional integration. Its psychological and social dimensions contribute to emotional balance, harmonious relationships, and overcoming difficulties, while strengthening learning strategies, autonomy, and the shaping of professional goals, all essential for a successful academic and professional path.

The objective is to analyze the well-being dynamics across teachers’ professional path stages (N = 111) at the Faculty of Educational Sciences at the Autonomous University of Tlaxcala. This is a quantitative, longitudinal, comparative study; a questionnaire derived from the ACERCA Model was used. The main results show that the dynamics of positive emotionality followed a concave pattern across path stages, both during the pandemic and the post-pandemic. Negative emotionality marked a sinusoidal pattern during the pandemic and a descending pattern during the post-pandemic. Intrapersonal emotionality was more present in the post-pandemic stage, contrary to what might be expected. It is concluded that the health emergency context favored other-orientation and homogenized negative affect across teaching stages, without affecting the interest and determination of the participants, these being central characteristics of the sample of education teachers in both circumstances. Although these findings cannot be generalized to other settings, they provide some insights for reflection on the learning to live together in the teaching profession, here understood as an intrinsic orientation toward others that was but strengthened in the face of pandemic adversities.

The article highlights the life and professional path of A.M. Ugolev, his achievements in science: the discovery of membrane digestion, the establishment of the role of endogenous microbiocenosis in the physiology and pathology of the body, the developed theory of adequate nutrition, the theory of the unity of natural and artificial technologies, the theory of universal functional blocks. In connection with his discovery of the general patterns and mechanisms of assimilation of food, their inclusion in higher supra-organizational regulatory levels is explained by A.M. Ugolev, a new science of food was proposed, nutrition and trophic relationships at all levels of life development from cellular to biospheric - trophology. From the standpoint of trophology, the circulation of substances in nature is explained, the need to introduce the concept of “biological culture” as a set of all types of cultures (ecological, physical, spiritual, moral, etc.) that determine the correct human behavior in the biosphere during its transition to the noosphere.

ABSTRACT The diversification of young people's life trajectories in Europe over the past 50 years has been significantly influenced by more uncertain social and economic conditions, marked by high youth unemployment and increasing job insecurity. In Italy, precariousness has propagated unevenly across regions and social strata, particularly affecting women and young people from the South, exacerbating existing territorial disparities. This study adopts a centre‐periphery approach to explore how the territorial features of Italian university graduates' places of origin impact their early occupational outcomes. Using individual‐level data from the Istat Survey on the Professional Paths of Italian Graduates (2015) and Eurostat's territorial typology indicators, we employ Heckman modelling to estimate the risk of non‐standard employment 4 years after graduation. Our findings reveal that graduates from marginal areas (predominantly rural, mountainous, or non‐metropolitan) face higher risks of non‐standard employment compared to those from central areas. No clear evidence links marginality in Southern areas to worse employment outcomes; instead, the highest internal territorial divide in terms of job insecurity is observed between central and marginal areas in Central Italy. Furthermore, we find that mobility during the school‐to‐work transition mitigates job insecurity risks, with movers from both central and marginal regions reporting better employment outcomes than stayers. This study contributes to the literature by adopting a new and underinvestigated geographical approach to the school‐to‐work transition, by highlighting the importance of territorial disparities in shaping young people's labour market trajectories and underscoring the complex interplay between territorial characteristics of places of origin and young people's employment prospects.

ABSTRACT Ensuring equitable access to cybersecurity expertise has become increasingly critical, considering the growing complexity of digital threats. As educators are tasked with delivering instruction in areas such as computer fraud prevention and network security, there is a pressing need for adaptive, data‐informed professional development systems that can support individualized learning paths. To address this challenge, this study proposes an adaptive deep reinforcement learning framework for optimizing personalized teacher development path planning in cybersecurity education. Two enhanced models are introduced: an improved Deep Q‐Network (DQN) that integrates a multi‐layer perceptron, a cubic dynamic reward function, and an adaptive exploration strategy; and a PER‐D3QN model that combines dueling double deep Q‐learning (D3QN) and prioritized experience replay (PER) to mitigate Q ‐value overestimation and accelerate convergence. Experimental evaluation using real‐world teacher data demonstrates that the improved DQN achieved average performance scores up to 0.36, compared to 0.054–0.068 for the traditional DQN. Moreover, the PER‐D3QN model outperformed the ERDQN baseline, attaining an average reward of 4.738 versus 2.021, and an average score of 2.799 after 6000 training rounds, compared to 1.946 for ERDQN, indicating that network update speed has also been significantly improved. This research not only helps to enhance teachers' professional knowledge and technical application ability in the field of network security, but also provides scientific methodological support for educational institutions to ensure that they are aligned with changing security threats. Furthermore, this study emphasizes the importance of interdisciplinary cooperation and encourages experts from computer science, education, and psychology to work.

General practitioners (GPs) who take on the role of continuous medical education (CME) tutors play a vital part in facilitating small group learning among their peers. Despite the importance of this role, the personal experiences, motivations and unique challenges of CME tutors remain largely unknown. This study aimed to provide further insight into CME tutors' reflections on their role and professional identity formation. A qualitative research approach, supported by two theoretical frameworks-identity and role theory-was employed. Thirteen CME tutors across Ireland participated in semi-structured interviews conducted via Zoom. The interviews were analysed thematically. Participants primarily identified themselves as GPs, but enthusiasm for peer learning and education led them to become CME tutors. They viewed their CME tutor role as deeply rewarding and enriching their clinical practice, reflective skills and identity as both doctors and educators. As CME tutors, they also embraced the role of 'go-to' person: being perceived as someone reliable and consistently supportive. The overlap between internal and external expectations often led to role strain, which was intensified by the informal expansion of role into areas beyond their remit, including helping with personal or practical issues of peers. Yet, our participants felt that the role of CME tutor embraced their personal and professional development, strengthening their commitment to medicine and education. The career of CME tutors in Ireland was highly valued among participants; yet, additional support is needed to address role-related challenges and ensure the long-term attractiveness and sustainability of this vital professional path.

The article is devoted to the problem of the influence of life and professional self-determination on the formation of the personality of a future specialist in early adolescence, readiness for professional activity in the process of studying at a higher education institution. The author analyzes modern approaches to the process of professional formation of a future specialist in the current conditions of studying in higher education institutions. The importance of realizing the responsibility for competent design of one's life and professional path in the process of professional development and the formation of such a subjectivity based on the reflection of one's own self-changing is considered. It has been found that the partnership educational dialogue in the teacher-student system is only an external guide for the latter, directing his/her efforts to find the meaning of his/her life. At the same time, the activation of the reflection mechanism helps to transfer this process to the internal plane, which makes it personally significant. This, in turn, intensifies the construction of various programs of one's life path: personal development, professional formation or career growth, creative expression, development of certain abilities, achievement of harmonious development or spiritual perfection, etc. It is emphasized that a future specialist should be aware of his/her responsibility for competently designing his/her own life and professional path; take care that the profession he/she has chosen becomes a “matter of life” for him/her, to which he/she will be devoted and about which he/she will care more than about protecting his/her “I”. The life and professional value orientations of respondents are analyzed. It is emphasized that values are motivational competencies, certain guiding and accelerating motives of human behavior, activity, including professional activity. It is proved that giving a professional orientation to the life aspirations and motives of the behavior of a higher education student is an important moment in the formation of the personality of a future specialist-philologist, the formation of stable life views, professional beliefs.

The role of scientific research in current medical practice is crucial, and engaging with research is vital for medical students right from the beginning of their professional journey. This early involvement in research brings numerous benefits that have a lasting impact on their academic years as students and their future careers as professionals. Research experience in undergraduate medical students will also have a positive influence on their future performance and will enable them to develop essential skills such as leadership and critical analysis, irrespective of their chosen professional path in research, academia, or clinical practice. However, there are various obstacles and challenges that make it difficult for undergraduate students to participate in research, resulting in fewer medicos who are interested in conducting studies. Therefore, it is important to execute suitable techniques and approaches to aid this method, aiming to encourage the early acquisition of crucial abilities that will improve ethical clinical practice. It is important to have a comprehensive understanding of the scientific data in the context before recommending academic proposals that are tailored to each specific context. This article aims to highlight the significance of doing biomedical research during undergraduate years and the step-by-step process involved, starting from generating an idea to disseminating the research through publication.

SAMUEL LEHM (1879-1954), ENT SPECIALIST FROM LVIV AS SEEN BY HIS SON STANISLAW LEM The life, professional and scientific paths of Samuel Lehm (1879-1954), one of the famous otorhinolaryngologists in Polish Lviv, one of the pioneers of Polish otorhinolaryngologywere briefly presented in the introduction. His achievements in otorhinolaryngology were briefly analyzed. The influence of Dr. Samuel and his wife Sabina on the childhood of Stanisław Lem (1923-2006) – their only son, who later became an outstanding science fiction writer, philosopher, literary critic, futurologist, and also a doctor – was briefly outlined. Stanisław Lem showed his childhood and entry into adulthood in the novel High Castle (Wysoki Zamek). He mentioned his parents’ apartment full of secrets, his father's library filled with medical works, his fascination with osteology, treatment of his illnesses and ailments by his father, etc.

This article features two in-depth interviews with long-time phoneticians, Bernd Möbius and Zdena Palková, who reflect on their careers and the changes they have witnessed in the field. Although their professional paths differ widely – from speech technology to speech on the stage, among others – both scholars share a strong connection to the core methods and questions of phonetics. The interviews touch on the development of the phonetic sciences over several decades, discussing shifts in research focus, academic culture, and international collaboration. By taking an open-ended, conversational approach, the interviews reveal not only the interviewees’ scientific insights but also personal experiences, motivations, and views on the future of the discipline. The article highlights the value of interviews as a complementary format for documenting the history and diversity of phonetic research.

Today, the following issues remain relevant the problem of choosing a professional path for high school students, the problem of university graduates who do not want to work in their specialty and the problem of those who dream of changing their specialty during their work. Perhaps this is due to the process of forming a professional identity, during which the values that can give meaning to the profession are not laid down. The lack of significance, importance of the profession, misunderstanding of the possibilities of satisfying one's needs thanks to professional choice leads to its devaluation, disappointment, and the decision to look for something else. The paper attempts to understand these problems and suggest ways to solve them.

Nursing graduates in the Philippines are presented with many professional paths, collectively forming a complicated web. This descriptive exploratory study confronted the realities of financial stability with the interest of individuals in combining their love for patient care with their job choice motivation. Twelve separate interviews were undertaken, with an average duration of 45 minutes. The student accounts distinguished intrinsic and extrinsic reasons for career choices (e.g., altruism, sense of purpose, caring, and helping others) (e.g., workload, salary, career aspirations, and work–life balance). By focusing on the initial career aspirations and future practice settings considered by nursing students in the Philippines, this study sheds light on the interplay between intrinsic and extrinsic motivation and cultural values that influence their early career decision-making process. Although practical factors such as job stability and familial obligations are substantial, the drive frequently originates from Filipino cultural values such as pag-aalaga (nurturance), pakikisama (togetherness), pagkalinga (caring), and pakikiisa (communion).