Professional Profile Research Articles

D-PRISM: a global survey-based study to assess diagnostic and treatment approaches in pneumonia managed in intensive care

BackgroundPneumonia remains a significant global health concern, particularly among those requiring admission to the intensive care unit (ICU). Despite the availability of international guidelines, there remains heterogeneity in clinical management. The D-PRISM study aimed to develop a global overview of how pneumonias (i.e., community-acquired (CAP), hospital-acquired (HAP), and Ventilator-associated pneumonia (VAP)) are diagnosed and treated in the ICU and compare differences in clinical practice worldwide.MethodsThe D-PRISM study was a multinational, survey-based investigation to assess the diagnosis and treatment of pneumonia in the ICU. A self-administered online questionnaire was distributed to intensive care clinicians from 72 countries between September to November 2022. The questionnaire included sections on professional profiles, current clinical practice in diagnosing and managing CAP, HAP, and VAP, and the availability of microbiology diagnostic tests. Multivariable analysis using multiple regression analysis was used to assess the relationship between reported antibiotic duration and organisational variables collected in the study.ResultsA total of 1296 valid responses were collected from ICU clinicians, spread between low-and-middle income (LMIC) and high-income countries (HIC), with LMIC respondents comprising 51% of respondents. There is heterogeneity across the diagnostic processes, including clinical assessment, where 30% (389) did not consider radiological evidence essential to diagnose pneumonia, variable collection of microbiological samples, and use and practice in bronchoscopy. Microbiological diagnostics were least frequently available in low and lower-middle-income nation settings. Modal intended antibiotic treatment duration was 5–7 days for all types of pneumonia. Shorter durations of antibiotic treatment were associated with antimicrobial stewardship (AMS) programs, high national income status, and formal intensive care training.ConclusionsThis study highlighted variations in clinical practice and diagnostic capabilities for pneumonia, particularly issues with access to diagnostic tools in LMICs were identified. There is a clear need for improved adherence to existing guidelines and standardized approaches to diagnosing and treating pneumonia in the ICU.Trial registration As a survey of current practice, this study was not registered. It was reviewed and endorsed by the European Society of Intensive Care Medicine.Graphical abstract

A theoretical analysis of professionalism in health promotion with a focus on the Swiss context.

The pressing global health crises highlight the need for professional health promotion (HP). Debates on the professionalization of HP are still overlaid by questions regarding the conceptualization of HP, yet literature is scarce regarding this point. Therefore, this article aims to (a) provide an overview of the current state of professionalism in HP with a focus on the Swiss context, and (b) identify facilitators, gaps and barriers of professionalism in HP. By investigating these aims, we contribute to specifying the conceptualization of the specialist HP professional profile. To analyse professionalism in HP, we examined individual and institutional aspects of sociological theories on professions. We selected seven aspects as a theoretical foundation for the analysis: (1) specific knowledge base, (2) specific field of action, (3) specific education, (4) professional association, (5) specific competencies, (6) professional identity, and (7) professional practice. Analysing each aspect of professionalism in HP, we see a clear progression within the last decades internationally as well as in Switzerland. The development of a Core Competency Framework - the CompHP - is a milestone in the professionalization of HP. Some major gaps and barriers are identifiable, which should be proactively faced by the specialist HP professionals. To further flourish as HP professionals, a unity regarding contents and levels of education needs to be discussed. Therefore, an investment in professional identity formation of the specialist HP workforce is likely to promote their engagement, competencies and shared values, which are essential promotors of professionalism in HP.

Impact of a program on ethics of public servants in the municipality of Rionegro in Colombia

The research addresses the importance of ethics in public administration, focusing on public servants in the municipality of Rionegro, Colombia. Ethics is presented as an essential element to promote transparency and combat corruption in public management. Despite the fact that the 1991 Constitution establishes ethical principles, their application in practice remains a challenge, with a high level of immorality in public service. The study highlights the diversity of professional profiles in public servants, which hinders consistent ethical management. In addition, it mentions that many civil servants lack political training and understanding of the importance of their role, which contributes to corruption. Ethics, according to the authors, is a key tool for strengthening institutions and regaining public trust. The research evaluated the impact of a professional ethics training program on public servants, finding significant improvements in their ethical knowledge and behavior. It concludes that, although ethics will not solve all corruption problems, it is an indispensable component for strengthening accountability and justice in public administration. It underscores the need to implement continuous training programs that promote ethical values as part of a strategy to improve efficiency and transparency in public institutions.

The professional profile, competence, and responsiveness of senior bureaucrats: a paired survey experiment with citizens and elite respondents

Abstract How do the professional backgrounds of senior bureaucrats affect their competence and political responsiveness? This article fills a gap by examining these questions in a meritocratic context that accommodates nuanced but potentially consequential variations in the recruitment of senior bureaucrats. Using a paired survey experiment with citizens, representatives, and administrators in Norway, the article demonstrates that agency heads are perceived as less competent and – to a lesser extent – more politically responsive if their profile deviates from the meritocratic ideal of the career civil servant with mission-specific expertise. The article also compares perceptions between groups of stakeholders, filling another gap in the literature. Treatment effects go in the same direction across groups, but the results reveal a mismatch between popular and insider perceptions of bureaucracy: whereas citizens are practically indifferent, administrators are deeply concerned about the competence of an agency head who is a former politician rather than a career bureaucrat. Perceptions of substantive expertise are more aligned: all stakeholder groups view agency heads with mission-specific expertise as more competent and less politically responsive than generalists. Overall, the results demonstrate that variations in who is recruited to senior bureaucrat positions may either strengthen or undermine stakeholders’ views on good governance.

Assessment as learning through digital portrayal

Pre-service teachers are expected to acquire the knowledge, skills, and competencies necessary to enter school effectively at the end of the teacher education program. Given the complexity of the teaching profession and the challenges associated with the induction phase, students should be supported in developing awareness of their exit professional profile. This paper aims to understand the experience of 206 last-year students engaged in an Assessment as Portrayal activity tasked with creating a multimedia representation of themselves as teacher-researchers. A qualitative analysis of the analytical sheets was conducted to understand the characteristics of the teacher-researcher they have acquired as professional posture, the overall benefits they have gained and the influence of educational technologies during the task development. The results highlight how, through Assessment as Learning, students activated self-assessment and metacognitive processes, leading them to develop an awareness of areas of the teaching profession often not considered relevant before, such as reflective and research skills. In this perspective, the approach of Assessment as Portrayal implemented through educational technologies, contributed to elaborating and conveying a unified self-representation as a teacher-researcher. Given the significant cognitive engagement required of students, further studies could explore using artificial intelligence to support students in activating metaphorical thinking.

Spaces, Pedagogies and Technologies

23 Things International (23T) is a 14-week, online, self-directed course for doctoral researchers, supervisors and early career researchers. It provides the basis of engagement with 23T to promote building academic and research networks, increase familiarity with resources underpinning research, and establish professional profiles. The programme, first launched in 2020 as a collaboration between UK and NZ universities, initially attracted 250 participants. In 2021 the collaboration grew, and it attracted 400. The following years, 2022 and 2023, the number of collaborating institutions grew again, reaching about 550 participants. This year there were more than 1000 participants. Adopting a socio-technical framework (Bostrom & Heinen, 1977), this paper draws on end-of-programme evaluation data from participants in 23T, delving into perspectives on whether and how they connected with peers during this course. Within a broadly interpretive approach (Erickson, 2012), the analysis involved the refinement of major and common ideas (Mayring, 2000) held by participants. Two themes emerged from the 2020 to 2023 end-of-programme evaluation: opportunities to network with the diversity of peers need to be better engineered in; and explicit pedagogical guidance is required to develop deeper partnerships among participants. Apart from grouping participants into pods based on research interests, the course includes mechanisms of support, including an engagement mentor and live networking events. However, the networking and partnership opportunities were still viewed as insufficient by participants, and the number of participants attending live events was low (average of 5 per session). One of the participants commented, “Given the lack of engagement I found within my pod, I would have preferred a much bigger facilitated session for discussions and sharing of ideas”. While it is argued that intentionally designed spaces, pedagogies and technologies can lead to enhanced learning and teaching experiences (Dron, 2023), many 23T participants did not agree. Not only was engagement in the created spaces lower than hoped, it seemed that the digital learning and teaching pedagogies (e.g., the creation of communities of practice via pods) were not as effective as intended either. The design of the spaces has been revised over the last 4 years, yet outcomes appear to be similar. The adoption of ‘proven’ pedagogies found in the literature was also in vain. The integration of digital technologies into networking and partnership opportunities seems limited. Given that the participants of 23T are in their highest qualification status, we face a conundrum about why the spaces, pedagogies and technologies within the programme appear to be not interconnected when it comes to networking and partnership opportunities as we enter the so-called “post digital learning spaces of higher education” (Lamb, et. al., 2022). We now think that building digital literacy prior to the commencement of the programme and providing explicit digital literacy support during the programme might be a key to addressing this conundrum. It is hoped that this development will increase future participants’ understanding of the networking opportunities built into the course and stimulate them to engage actively and with purpose.

What makes this online course tick?

The Community of Inquiry (CoI) (Garrison, Anderson & Archer, 1999; 2010) is well-established, widely accepted, and practical framework. It highlights social, cognitive and teaching presences in effective online learning communities. 23 Things International (23T) is an online, flexible course for research students and early career researchers. The course is self-directed and promotes the building of academic and research networks, familiarity with resources underpinning research, and establishing professional profiles. It was first implemented in 2020 and has been refined annually to better meet needs of participants. One of the features of the programme is the ‘pod group’ arrangement. Participants are connected to each other in groups (the pods) based on research interests. The size of the pods is kept to about ten, so to facilitate manageable and meaningful communication and discussion of topics within the programme. Each year, 23T participants have reported pleasing satisfaction levels. Using the CoI, this investigation examined possible reasons why. The study aimed to: (a) identify practices and structural mechanisms that seem to underpin the experienced success of 23T; and (b) articulate plans for more targeted evaluation-review-development. Data sources included: annual reports (2020-2023) on the course containing integrated analyses of participant evaluation data; the outline and structure of 23T, showing the fabric of the course, how it is organised and arranged and how it implemented; facilitators’ knowledge and experiences of conducting 23T. Data were organised using a simple matching process (Garrison et al, 1999). CoI elements were matched with practice examples from implementation, and evidence from the data. Positives, negatives, possibilities and conclusions were drawn about gaps and potential. Examples of evidence drawn the from the data sources about the 23T programme include: Teaching Presence: including the use of prompts built into the material presented online and the facilitators’ spoken and written interactions with participants through live activities and through blogs (boosting authentic participant application of their learning); Social Presence: pod groups and how they were arranged and supported; Cognitive Presence: range of topics covered and the participant activity surrounding the topics. To build on theoretical work investigating 23T (Stein, Sim & Rose, 2023), this study is helping us to pinpoint concrete elements that seem to be influencing online course effectiveness and enabling identification of ways to strengthen 23T’s future flexibility and attractiveness. This is pertinent because of the uniqueness of 23T, namely, that it is online, flexible and self-guided and has no formal assessment expectations and does not provide formal credit. Gauging what counts as effectiveness and success is quite different therefore from award courses normally offered by higher education institutions. Similar application of the CoI using our matching approach may be helpful for others in different contexts and settings who are planning and/or implementing online courses.

Examining Finnish teachers’ professional agency in the professional community in curriculum reform / Análisis de la agencia profesional de los docentes finlandeses en la comunidad profesional en la reforma curricular

Reforming curriculum is potentially a powerful tool for school development. Harnessing this potential calls for teacher engagement with colleagues for active professional learning, i.e., teachers’ professional agency. However, promoting teachers’ ownership and active involvement in curriculum-making provides a challenge for all levels of policy interpretation. Furthermore, variation in how teachers perceive a curriculum reform, its impact in schools and their agency within the reform are likely to occur. Yet, we still know little about this variation. We address this gap identified in prior literature by examining the individual variation and relationships within and between teachers’ sense of professional agency, perceptions of the large-scale curriculum reform impact and perceptions of overall success of the reform on a national level in the Finnish context. Teachers ( N = 1,531) from 74 schools in Finland participated in the study. Relationships between variables were examined using t-tests and ANOVAs, and latent profile analysis was used to identify professional agency profiles. The results showed that perceptions of reform impact, reform overall success and professional agency varied partly according to gender, school size, school type and teaching experience. Four profiles were identified: High sense of professional agency, Reduced collective efficacy, Active help seekers and Commitment to mutual agreement. High perceived school impact and overall reform success were linked to strong professional agency. The findings imply that development work in the context of curriculum reform can be facilitated by agentic learning in the professional community.

Integrating Artificial Intelligence and Big Data in Spanish Journalism Education: A Curricular Analysis

Artificial intelligence (AI) and big data have impacted different professional sectors in our society. Communication and journalism are clearly among them. From the automatic generation of content to the identification of topics of interest or monitoring of users’ usage habits, AI introduces important training challenges for professionals in the field of communication. Meanwhile, big data analytics enables data journalists to handle large amounts of information in an automated manner, allowing them to perform in-depth analysis of disorganized data. This study analyzes the integration of artificial intelligence (AI) and big data in the curricula of journalism degrees offered by Spanish universities. The research employs quantitative and qualitative methods to examine the typology, syllabus, and distribution of subjects directly or indirectly addressing AI and big data topics, based on indicators such as structure, credit system, objectives, competencies, and professional profiles. The results reveal a scarce integration of AI and Big Data subjects in journalism curricula in Spain. Among the analyzed courses, only seven addressed data journalism as a complete course, while 19 introduced AI and Big Data as part of more general content. The study highlights the need for journalism education to adapt to the disruptive impact of AI and big data on the profession. It discusses the debate between focusing on teaching technological skills versus providing critical and ethical values. The research aims to contribute to the discussion on the readiness of journalism curricula to cope with technological advancements by analyzing the Spanish case.

PHYSIOTHERAPIST TRAINING AND INTENSIVE CARE DURING THE SARS-COV-2 PANDEMIC: AN EXPLORATORY STUDY

Objective: The objective was to outline the professional profile of physiotherapists working in intensive care during the pandemic and to analyze how well their undergraduate courses met the needs of COVID-19 patients admitted to Intensive Care Units (ICUs). Method: The study was exploratory and data were collected through an electronic instrument containing closed and objective questions. Nineteen physiotherapists who worked, between March 2020 and March 2022, in ICUs caring for patients infected with COVID-19, from public and private hospitals located in the region of the Regional Health Department (DRS) IX of the state of São Paulo participated in the study. Data analysis was performed by statistical study using the “Microsoft Excel” program. Results: It was possible to observe that in the training of physiotherapists, there is a very large divergence in relation to the completion and duration of internships in the cardiorespiratory area and that the professionals had postgraduate degrees in the specific area and previous experience. It was possible to identify weaknesses in their training. Conclusion: the undergraduate course in physiotherapy partially met the needs of the job market during the pandemic. The National Curricular Guidelines (DCNs) do not ensure equity in the implementation of different curricula and thus the training of professionals does not respond, to a certain extent, to the demands of the services of the Unified Health System. Specific knowledge of the area is required after completing the undergraduate course to work in intensive care.

All ears on? A survey on podcasters’ profiles, practices and self-perceptions

Despite the continuous growth in podcast consumption among listeners and podcast offerings on various streaming platforms, there remains a lack of research concerning podcasters. This paper presents an exploratory analysis of the profiles, practices, role perceptions, and values of podcasters based on the results of an online survey among 1 073 podcasters from Austria, Germany, and Switzerland. The findings reveal that podcasters are predominantly male, middle-aged, and academically educated. Regarding their professional practices and profiles, the majority of podcasters lack prior experience in the field of journalism despite often taking on journalistic functions. Concerning their perception of their roles and values, podcasters place significant emphasis on the relevance of entertainment, education, and information dissemination. Overall, they demonstrate a strong orientation towards the needs of their audiences. As podcasts continue to gain popularity among audiences, studying podcast producers helps to better understand their content creation processes, prioritized topics, and approaches to engaging with their audiences.

From forensic chemistry: an educational experience

Abstract The study of forensic chemical analysis not only aids justice in the investigation of accidental or criminal events but also trains chemistry students in analysing hypothetical scenes, such as the design of scientific experiments, and alerting them to potential dangers. In this way, it contributes to generating awareness about safety and security, ethics, and the professional responsibilities of chemists. These, although ambitious, are some of the objectives that have led to the development of this course on Chemical Analysis in Forensic Investigation, whose thematic units and teaching details are developed. This work presents a detailed programme for the Forensic Chemistry course offered at the Faculty of Exact and Natural Sciences at the University of Buenos Aires. It includes examples of activities and bibliography, allowing it to be used as a template for similar courses or to adapt some of the thematic units to other chemistry courses. The suggested bibliography supports the education of both students and educators in the field of forensic chemistry. The incorporation of topics such as fires, explosives, chemical warfare agents (CWA), and environmental crimes aims to develop professional profiles for a new generation of chemists more committed to the societal impact of their work.

Technology “like a fork”. How PropTech shapes real estate innovation

PurposePropTech has shown important implications for real estate; however, it remains a poorly understood phenomenon in both academia and practice. This paper aims to advance the understanding of PropTech by disentangling what the real estate sector needs from technology and, in parallel, observing closely the activities of PropTech businesses in two different countries.Design/methodology/approachThe paper adopts a mixed-method approach relying on qualitative data collected through interviews with PropTech players and real estate operators, and quantitative data collected through multiple sources on the Finnish and Italian PropTech ecosystems. The analysis is exploratory and descriptive.FindingsThis study underscores the potential benefits that digital technologies, introduced by PropTech, can add to the real estate sector: data integration; decisions informed from data; balance of new and old approaches to problem-solving; change in vision; adaptability of technologies and business models; and new professional profiles. These benefits are obtained when technology enables innovation from cross-pollination of different sectors. This becomes evident through the analysis of NACE activities, which demonstrates that innovation not only depends on interactions between property and technology, but the phenomenon covers a much broader spectrum of activities and industries.Originality/valueOur exploratory analysis brings up new evidence that not only the real estate sector and property sector are affected by PropTech but the phenomenon covers a much broader spectrum of activities and industries. This paper contributes to the debate on technology innovations and value chain in the real estate and construction sector, while adding a cross-country perspective.

Terminology of medicines used to control seizure disorders: 2024 ILAE Recommendations and profile of real-world term use

Background. The International League Against Epilepsy (ILAE) has provided recommendations on the terminology of medicines for control of seizure disorders, which should be adapted into different languages.Objective: to evaluate the usage profile of terms describing the effects of medicines used in patients with epilepsy.Material and methods. The search query analysis systems Google Trends and Yandex Wordstat as well as PubMed/MEDLINE, Google Scholar and eLibrary databases were used to evaluate the general public and professional usage profile, respectively.The following terms in Russian and English were studied: “antiepileptic”, “antiepileptic drug”, “antiseizure”, “antiseizure drug”. In order to ascertain a prevailing opinion within professional and patient communities, a questionnaire survey was conducted on the public online resources of the non-profit partnership “The Association of Epileptologists and Patients” carried out via the cloud-based cross-platform social media as well as instant messaging service Telegram and the social media platform VK.Results. In the English-speaking internet segment, the term “antiepileptic” is used more than 5 times frequently than “antiseizure” by the general public. Conversely, in the Russian-language segment, the term “antiseizure” is almost 2.5 times more common. The term “antiepileptic” is more prevalent in scientific community in both segments. This finding aligns with the profile of terminology usage observed among epileptologists and epilepsy patients. The questionnaire survey results revealed that 56.42% of 179 respondents were in favor of the terms “antiepileptic drug”, “AED” and “antiepileptic therapy”, whereas as few as 17.32% of those endorsed the ILAE-proposed terminology.Conclusion. In light of the established practice of terminology use in both professional scientific community and among practicing epileptologists and epileptic patients, as well as the differences in the semantics of English- and Russian-language terms and the identified lack of precision in the ILAE definition of epilepsy, it can be concluded that for the Russian-speaking population, the terms “antiepileptic drug”, “AED” are more preferable rather than the terms “antiseizure medication”, “ASM”. Additionally, it is preferable to use the terms “convulsive ictus” and “epileptic ictus” due to negative connotation with term “seizure” in Russian. The terms “antiseizure” and “antiepileptic” should not be regarded as mutually exclusive in the context of treatment that has a direct impact on epilepsy course. Finally, it is necessary to further refine epilepsy definition and classification.

Youth work and youth workers as key elements for youth pedagogy development and realisation

In recent decades, youth work, being the tool supporting young people to develop and reach their full potential, is gaining more and more attention and support from various actors on different levels. As youth work is mainly focused on learning and personal development, it would highly benefit from a specification of the terminologies and refining the youth workers' professional profile, both putting a solid, scientific-based foundation for its development. Here, the youth pedagogy comes to the scene. This paper is an attempt to identify and characterise “youth pedagogy” in terms of its specific approaches, contexts and ways of fostering the learners’ development, differing from the classical (child-oriented) pedagogy and the (adult-oriented) andragogy. Additionally, the connection between youth work and youth pedagogy will be observed and analysed, exploring the out-of-school environment offering a number of learning opportunities in the context of both - non-formal and informal learning. Finally, outlines of a professional profile of practitioners delivering youth pedagogy activities will be suggested and explained.

Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering

This study investigates the teaching of Differential Equations in engineering education, focusing on expert opinions from diverse institutional backgrounds. The primary objectives were to understand expert perspectives on essential course content, justify their content choices, measure institutional gaps, and highlight the range of professional profiles. Through qualitative interviews with nine experts from academia and industry, we explored their views on the integration of Differential Equations in engineering curricula. The findings reveal a consensus on the importance of basic concepts to support physical models. Notably, experts highlighted variational calculus and energy representations as critical yet underrepresented areas in Differential Equations courses, essential for modeling complex, nonlinear problems. The study also states on the growing importance of computational methods and software in engineering education, advocating for an integrated approach aligning theoretical concepts with real-world applications. The expert opinions revealed a significant institutional influence on content perception, demonstrating a gap between traditional theoretical focus and modern, application-oriented approaches. The study suggests a need for curricular innovation in differential equations education, emphasizing practical applications and computational methods to bridge this gap between the two institutions considered in which the experts are adhered to.

Training for Board Game-based Learning: Evaluation Model and Preliminary Results From a National Program in Italy

Board Game-Based Learning (bGBL) is a dynamic pedagogical approach that leverages the immersive power and distinctive features of board games to promote active and meaningful learning. However, the use of board games in formal learning environments (such as schools, universities, etc.) is limited, and its use in informal learning contexts (such as cultural associations, after-school, fairs, summer camps, etc.) is often reduced to solely entertainment or engagement functions. The reasons include lack of competencies by teachers and educators and of pedagogical and instructional frameworks in scientific literature. In Italy, a joint effort by the National Sport association (CSI) and the Game Science Research Center has given birth to the first bGBL training course at the national level, based on a two-step structure: the first level (L1) is a short training aimed at all individuals willing to learn how to conduct board game activities in different settings; the second level (L2) is a more intensive course aimed at L1 trainees willing to learn how to design, implement, and evaluate bGBL activities. Evaluating the impact of such training is paramount to improve its quality, promoting new training opportunities nationwide, and better understand the competencies required for effective bGBL implementation in different settings. The present study focuses on two main aspects: first, presenting the model for evaluating the course, using Kirkpatrick’s Four levels of evaluation as a reference framework, and the related tools that have been developed, including an ex ante-ex post questionnaire based on four dimensions of self-assessment (performance, process, attitudes, and idea of self); second, presenting preliminary results. We aim to identify the professional, motivational and competence profiles of individuals entering L1 courses, information that is instrumental to design the training to fit participants’ needs and expectations. Taken together, this study might provide valuable information on the implementation of bGBL in various educational contexts and inform the design of learning curricula to enhance bGBL competencies.

Meta-Analysis of the Evolution of Sports Management

Sports management is a fundamental subject for anyone interested in the world of sport. This article addresses the systemic evolution of sports management as a discipline that integrates several aspects, from the organization of sports events to the management of teams and athletes. The methodology consists of a three-stage procedure: bibliometric analysis, identification of key words, critical analysis of the books, which includes the Prisma search engine used in the Scopus database and analyzed by the Bibliometrix Software. The initial sample was n=450 studies included in the review, only Scopus, in Spanish and English. Among the main results, it is important to highlight how sports management allows sports teams and organizations to function effectively and efficiently. In conclusion, it was possible to establish as important variables the impact of sports management in specific contexts, organizational culture, quality, level of satisfaction of the processes, training and professional profile, communication management in sports events and perception of sports managers, being fundamental for success in sport. Furthermore, knowing how its theoretical, legal and ethical conception has evolved, transcends anti-doping regulations and athlete safety, towards the transformation of traditional sport into digital sport. Currently, sports management is experiencing a series of significant changes that are transforming the way in which this discipline is studied and applied.

Investigating the Impact of Educational Aspirations, Study Habits, Parental Involvement, and Institutional Environment on Saudi EFL Learners’ Language Proficiency

The study assesses the impact of educational aspirations, study habits, parental involvement, and institutional environment on Saudi EFL learners’ language proficiency. It also examines if the demographic profiles of Saudi EFL learners differently shaped their worldviews and responses. As the study focuses on how certain independent variables (educational aspirations, study habits, parental involvement, and institutional environment) impacted the dependent variable (language proficiency), a descriptive quantitative approach was employed to collect data from respondents using a self-designed questionnaire with partial adoption of modified items. A simple random sample method was used to select 131 respondents (10% of the population) from the undergraduate population at the College of Science & Humanities and College of Business Administration, Prince Sattam bin Abdulaziz University, Saudi Arabia. The findings revealed that educational aspirations followed by institutional environment, study habits, and parental engagement affected the language proficiency of Saudi EFL learners. One way ANOVA analysis showed that year/level of study causes significant differences in the means of the study respondents. However, no statistically significant difference was observed in the means of the responses based on the professional profiles of their parents. The findings of the study hold significance for both language instructors and policymakers for effective teaching and policy making.

A Computer Vision-based Architecture for Remote Physical Rehabilitation

The use of computer vision in healthcare is constantly growing and the application of these techniques in the context of physical rehabilitation can bring great benefits. In this work, a software architecture was proposed which, with the use of computer vision techniques, aims to assist in the treatment and remote diagnosis of patients undergoing physical rehabilitation. The architecture was developed to allow the system to be used on computers and mobile devices. In the proposed system, the user with a professional profile can register and prescribe exercises for their patients according to the treatment. Users with a patient profile can view and perform the exercises that were prescribed for them in the application, relying on the application’s help to visually assist them with proper execution. A field research and a qualitative assessment were carried out in order to verify the usability and effectiveness of the application from the users’ point of view, with a positive reception.