Skills Profile Research Articles

Development of a vocabulary list for the Persian version of the profile of early expressive phonological skills: a pilot study

ABSTRACT This research presents a two-phase study aimed at developing and validating the Profile of Early Expressive Phonological Skills for Persian (PEEPS-P) as an assessment tool for evaluating phonological abilities in toddlers. In Phase 1, a total of 60 words were meticulously selected for inclusion in both the basic and expanded word lists, taking into account factors such as age of acquisition (AoA) and phonological complexity. The word lists included monosyllabic and multisyllabic words with diverse consonant clusters, covering various semantic categories. Moving on to Phase 2, data were collected from a sample of 81 toddlers belonging to different age groups. Three elicitation methods were employed to gather data for both the basic and expanded word lists. The study also examined the time required to complete the test and Percentage of Consonant Correct (PCC) scores. The results revealed that, as children's age increased, there was an increase in the percentage of words produced, accompanied by a decrease in the time taken to complete the test. For instance, the youngest age group (18–23 months) produced approximately 46.83% of words in the basic word list, taking an average of about 22 minutes and 3 seconds, while the oldest age group (30–35 months) produced approximately 95.5% of words in both word lists in less than 17 minutes. Ultimately, the findings suggest that the PEEPS-P has the potential to serve as a valuable tool for assessing phonological abilities in toddlers aged 18–35 months.

Shots at goal in Australian Football: Historical trends, determinants of accuracy and common strategies

ObjectivesTo understand the historical context of and relationships between, the characteristics of shots at goal and match outcome in the Australian Football League. DesignObservational. MethodsDescriptive statistics of shots at goal were calculated and compared across 20 seasons. The location, type, and outcome of all shots at goal (n = 43,254), by all teams (2017–19 & 21), were compared with match outcome. ResultsThe total number of shots per match and the accuracy of shots haven't changed in two decades. Most teams win by having more shots at goal (Wilcoxon-r effect size 0.63) than their opponent (i.e. “majority strategy”) and of these, the number of open shots (0.48) is slightly more important than set shots (0.43), followed by shot accuracy (0.29). However, some teams (14 %) win by taking fewer shots at goal from field locations with a higher likelihood of scoring a goal (i.e. “minority strategy”). Arc angle and shot type can be used to predict the outcome of a shot at goal with 60.3 % classification accuracy. The novel shot-outcome prediction model reported here provides a better opportunity to evaluate goal kicking performance of teams and players, because it accounts for the type and difficulty of the shot. ConclusionsTeams can evaluate the shot accuracy of their players more fairly, by accounting for shot location using the method reported here. Coaches can compare the two shot strategies identified and implement the one that suits the skill profile of their players and increase their likelihood of winning.

Development of a Science Learning Module using the Guided Discovery Method to Increase Learning Independence and Scientific Literacy Ability

Science and technology are developing very quickly in the 21st century, especially in the field of education. Students need to be prepared to face these changes by having independent scientific literacy skills and skills that help them use technology. The findings from the 2015 PISA test are proof of the importance of scientific literacy in science learning. This research aims to evaluate the feasibility of the module, the effectiveness of the module, the profile of students' scientific literacy skills and learning independence after using the module and the differences in learning independence and scientific literacy before and after using the guided discovery-based module. This research uses research and development (R&D) methods modified from Borg & Gall in Sugiyono. The N-gain test is used to determine the effectiveness of the product, and descriptive data analysis is used to assess the feasibility and profile of students' scientific literacy abilities and learning independence. Differences in students' independence and scientific literacy abilities were analyzed using Kruskal-Wallis H test. The research results show that (1) the guided discovery-based module developed meets the content, presentation and language criteria very well; (2) The N-gain value with the criteria is experiencing an increase, in accordance with the results of the assessment of scientific literacy and student learning independence; (3) The profile of students' scientific literacy abilities which includes science context, competence and knowledge has moderate/good criteria; (4) The level of learning independence after using the module is at high criteria; (5) Students who use guided discovery-based modules can increase their scientific literacy and learning independence, but not at the same level as students who use traditional learning methods. This shows that the use of guided discovery-based modules developed as an alternative learning resource for science lessons regarding the water cycle is feasible to use

Validation of the abbreviated version of the Profile of Musical Perception Skills (Mini-PROMS) in a Spanish sample of musicians and non-musicians

Despite the efforts made throughout the 20th century to develop standardized batteries to measure musical ability, there seems to be no consensus as to the construct’s gold standard. The Profile of Music Perception Skills (PROMS) was created with the aim of overcoming some of the limitations of previous assessment tests. The Mini-PROMS is the shortened version of the full battery and has a shorter application time. The aim of the present study was to validate the Mini-PROMS battery with a sample of Spanish musicians and non-musicians in order to provide useful scales for the development of research in the field of musical skills in the Spanish population. The results show that Mini-PROMS in Spanish is a reliable and valid tool for measuring the musical ability of musicians and non-musicians. Furthermore, this study provides information on some of the differences between musicians and non-musicians, offering useful scales for comparing the results of individuals with those of their reference population.

Is antipsychotic augmentation associated with improved functioning in patients on clozapine?

We aimed at exploring the relationship between functional outcomes in patients on clozapine augmented with antipsychotics in treatment-resistant schizophrenia using standard outcome measures Health of Nation Outcome Scales (HoNOS) and Life Skills Profile (LSP-16). In a cross-sectional study of 83 patients on clozapine treated in a psychiatric rehabilitation hospital, the association between the primary outcome measure, LSP-16 including its subscales, and treatment with antipsychotic augmentation (AA) were analysed using linear regression. The presence of moderate-to-severe positive symptoms on the HoNOS 6 dichotomised item measure was the only statistically significant predictor of functional impairment as determined by total LSP-16 score.The group of patients with ongoing positive symptoms (partial responders) were characterised by higher total LSP-16 scores, higher numbers of AA agents, and higher chlorpromazine equivalence. There was an inverse linear relationship between chlorpromazine equivalence of AA and total score of LSP-16 scale in the group of partial responders. Augmentation with other antipsychotic agents was associated with higher functioning in a cross-sectional study of patients with schizophrenia with poor response of positive symptoms to clozapine. This might be an important clinical factor to consider when prescribing antipsychotics to patients with clozapine-resistant schizophrenia.

Is there such a thing as an indispensable skills profile to be a good doctor? "Life skills" as essential capabilities in the medicoforensic professions.

This writing aims to convey the essential nature and features of a cultural tool based on a set of skills and capabilities generally referred to as "life skills", which allow for the proper management (in the medical and medical-forensic professional realms) of daily situations in an effective and rewarding fashion. Such a process is based on individual tools such as communication, problem solving, stress management, self-control, the ability to make timely decisions, empathy, creativity and the opportunity to work in a multidisciplinary setting. Life skills include everything the professional should rely on in order to minimize the risks of a professional error, through the acquisition of knowledge and behavioral traits which constitute the fundamental, experience-based starting point. The chief objective of this commentary is to outline the scope of a straightforward discussion by specifically defining such skills; that in turn will make it possible to identify all the technical issues to address during the medical-diagnostic assessment, also from a medico-legal perspective, in order to frame the residual life skills and evaluate the possibilities of recovery and any disabilities, based on observation and interactions with each patient aimed at weighing their psychophysical performance.

Skill Specificity on High-Skill Online Gig Platforms: Same as in Traditional Labour Markets?

Abstract Political economists and labour sociologists alike have studied how the skill specificity of workers can be explained, as it significantly affects workers’ performance. However, the emergence of the gig economy may substantially change skill hiring and specificity in online labour markets because gig workers do not need formal educational credentials to offer their services. Instead, skills are “unbundled” from occupations, and platforms provide alternative ways to signal competencies, for example, via their rating and review systems. To shed light on the applicability of existing theories to explain the skill profiles of gig workers, we examine what predicts the skills hired in the online gig economy. Based on multilevel ordinal logistic regression analyses of 2336 gig worker profiles, we show that—as in traditional labour markets—gig workers with a vocational degree and longer online work experience are hired for more specific skills. However, national labour market institutions and educational systems affect the gig workers’ skill specificity in the opposite direction than in traditional labour markets. Our findings thus suggest that online gig platforms allow workers to overcome restrictions imposed by national institutions as they are hired for those skills in the online gig economy that are institutionally less facilitated in their home labour markets.

Analysis of High School Students’ Critical Thinking Skills Profile According to Ennis Indicators

Objective: This study aims to identify the profile of senior high school students' critical thinking skills in ecosystem material on several critical thinking indicators compiled by Ennis. Method: This research uses quantitative descriptive methods. The research used six essay questions prepared to analyze students' thinking skills based on several indicators compiled by Ennis. The population in this study were all high school students at one of the senior high schools in West Nusa Tenggara, with the sample being class X students with a total of 60 students. Results: Based on research findings, it is known that the skills of the students in the sample are divided into three categories, namely very low, low, and moderate. Half of the sample size is in the very low category. At the same time, the rest is divided into the low and moderate categories, where a small number of students belong to the moderate category. Novelty: The novelty of this research is to explore the level of students' critical thinking skills using indicators compiled by Ennis. These results will provide an overall understanding of students' critical thinking skills, which teachers can use as a basis for designing learning designs to train students' critical thinking skills to reach the high and very high categories.

Profile of The First Year Student’s Argumentation Skills on General Chemistry Courses at a Public University in West Sumatera: A Preliminary Study

Scientific argumentation is one of the key components of habits of mind, while habits of mind are one dimension of scientific literacy that should be developed in Indonesia. However, the student’s scientific argumentation ability in learning, which has been weak lately, has become a common problem that needs to be solved immediately. The solution can be related to how to evaluate the learning process, construct the problems found in learning, and design learning that can motivate students to argue. This is a descriptive study. It aimed to find out the profile of the early scientific argumentation skills of first-year students who took general chemistry courses at one of the public colleges in West Sumatra. Research instruments consist of four open and semi-closed essay questions. Those were given to 125 chemical education students involved in this study. Data was analyzed by evaluating the students’ written argumentation, which became the research samples by following the Toulmin Argumentation Pattern (TAP), consisting of claim, data, warrant, backing, and rebuttal. The study results show that most students (97.25%) have level 0–3 argumentations skills. While only 2.25% of students have level 4 argumentation skills and 0.5% are at level 5. This means that the early argumentation skills of chemistry students are still low, and only a few students are able to emerge with a rebuttal in the scientific arguments they build. These findings are further used as the basis for designing learning strategies that can improve students’ argumentation skills during the learning process, especially in general chemistry courses, so that their habits of mind and scientific literacy will also increase.

Content validity of the Profiles of Early Expressive Phonological Skills-Brazilian Portuguese (PEEPS-BP) - Expanded List.

To carry out the cross-cultural adaptation of the Instrument Profiles of Early Expressive Phonological Skills- Brazilian Portuguese (PEEPS-BP) - Expanded list, performing content validation. Cross-cultural, quantitative and cross- sectional adaptation study, considering psychometric criteria. A study was carried out on the list of 423 words from the Communicative Development Inventory - MacArthur - Words and Sentences, adapted to Brazilian Portuguese. The method was divided into four steps. The list was judged by expert judges (JE) and non-specialist judges (JNE), considering as a criterion the familiarity of the word for a child aged between 24 and 36 months, and the representativeness of the word with toy/object, contemplating Steps 1 and 2. The child judges analyzed, in a data collection situation, the familiarity and representativeness of the stimulus-words, presented in Step 3. Afterwards, the pilot study - Step 4, was carried out with the selected stimulus-words. In the statistical analysis by expert and non-specialist judges, the Fleiss' Kappa and Gwet Concordance index was used. In the analysis of the responses of the child judges and in the Pilot Study, the analysis was made in relation to the type of response of the child, specifically scoring the spontaneous naming of the toy/object, scoring qualitatively. The result of Steps 1 and 2, and the agreement of the statistical tests for the Familiarity and Representativeness criteria was 45.7% for JE and 76.4% for JNE, and a result of 100% for the agreement of Representativeness. A total of 122 words were analyzed, resulting from previously established criteria, totaling 34 words (exclusion of one word by the researchers), totaling 33 stimulus-words. In Stage 3, of the 33 stimulus-words applied, nine presented spontaneous naming scores below expectations, being retested for Step 4, the Pilot Study. The result of the Pilot Study showed that of the nine retested stimulus-words, four of them still had a score below, being excluded from the study. Therefore, with the application of the Pilot Study, the expanded list of PEEPS-BP resulted in 29 words. The PEEPS-BP - Expanded List showed satisfactory evidence of content validity for the cross-cultural adaptation of the test.

Validade de conteúdo do Profiles of Early Expressive Phonological Skills-Brazilian Portuguese (PEEPS-BP) - Lista Expandida

ABSTRACT Purpose To carry out the cross-cultural adaptation of the Instrument Profiles of Early Expressive Phonological Skills- Brazilian Portuguese (PEEPS-BP) - Expanded list, performing content validation. Methods Cross-cultural, quantitative and cross- sectional adaptation study, considering psychometric criteria. A study was carried out on the list of 423 words from the Communicative Development Inventory - MacArthur - Words and Sentences, adapted to Brazilian Portuguese. The method was divided into four steps. The list was judged by expert judges (JE) and non-specialist judges (JNE), considering as a criterion the familiarity of the word for a child aged between 24 and 36 months, and the representativeness of the word with toy/object, contemplating Steps 1 and 2. The child judges analyzed, in a data collection situation, the familiarity and representativeness of the stimulus-words, presented in Step 3. Afterwards, the pilot study - Step 4, was carried out with the selected stimulus-words. In the statistical analysis by expert and non-specialist judges, the Fleiss’ Kappa and Gwet Concordance index was used. In the analysis of the responses of the child judges and in the Pilot Study, the analysis was made in relation to the type of response of the child, specifically scoring the spontaneous naming of the toy/object, scoring qualitatively. Results The result of Steps 1 and 2, and the agreement of the statistical tests for the Familiarity and Representativeness criteria was 45.7% for JE and 76.4% for JNE, and a result of 100% for the agreement of Representativeness. A total of 122 words were analyzed, resulting from previously established criteria, totaling 34 words (exclusion of one word by the researchers), totaling 33 stimulus-words. In Stage 3, of the 33 stimulus-words applied, nine presented spontaneous naming scores below expectations, being retested for Step 4, the Pilot Study. The result of the Pilot Study showed that of the nine retested stimulus-words, four of them still had a score below, being excluded from the study. Therefore, with the application of the Pilot Study, the expanded list of PEEPS-BP resulted in 29 words. Conclusion The PEEPS-BP - Expanded List showed satisfactory evidence of content validity for the cross-cultural adaptation of the test.

Impact of a Family Educational Program on Moroccan and French Caregivers of Patients with Schizophrenia: A Comparative Analysis of Prevalence and Severity of Depressive Symptoms

Background/Objectives: Caring for individuals with psychosis is an emotionally demanding task as caregivers often face significant psychological challenges. The experience and intensity of these challenges might differ across cultural contexts. This study sought to analyze and compare the prevalence and severity of depressive symptoms among caregivers of patients with schizophrenia in Morocco and France. Methods: Our retrospective observational study included 130 caregivers from Morocco and 5057 from France. We used the Center for Epidemiological Studies Depression Scale to screen for depressive symptoms and evaluated variations in symptom manifestation using the four-factor model. Furthermore, we evaluated the impact of a family intervention program called Profamille on alleviating these symptoms by examining improvements in caregivers’ mood and patients’ social functioning, using the life skill profile 20. Results: Moroccan caregivers displayed a higher prevalence (72%) and severity of depressive symptoms compared to French caregivers (51%). While Moroccan caregivers scored higher in the interpersonal problems subscale, they did not notably differ in the somatic subscale, challenging some preconceived cultural notions. Postpsychoeducational intervention, a significant reduction in depression rates was observed in both Moroccan and French groups. Conclusions: Moroccan caregivers, despite the nation’s collectivist culture emphasizing strong familial bonds, exhibited heightened depressive symptoms, hinting at potential culture-specific challenges. Psychoeducational interventions were effective across both cultural groups, indicating their universal therapeutic potential. The findings emphasize the importance of recognizing and addressing cultural variations in caregiving experiences and mental health symptomatology.

Comparison of the Effectiveness of Schema-Based Parenting and Mindful Parenting on Sleep Problems, Aggression, and Improvement of Social Interactions in Children with Mild Autism Spectrum Disorder

Objective: The aim of the present study is to compare the effectiveness of schema-based parenting and mindful parenting on sleep problems, aggression, and improvement of social interactions in children with mild autism spectrum disorder. Methods and Materials: The present study is applied in terms of its aim and quasi-experimental in terms of method, using a pretest-posttest design with a control group and a one-month follow-up period. The statistical population includes all children aged 7-12 years with mild autism spectrum disorder who were studying and receiving education in one autism center under the supervision of the Ministry of Education (Tabassum) and five autism centers under the supervision of the Welfare Organization (Ava, Armaghan Noor, Kavosh, Navid-e-Zendegi, and Takapo) in Mashhad. The groupings were conducted through random assignment. Out of these, 40 children (20 boys and 20 girls) and 40 mothers were selected as the research sample using purposive sampling. They were then randomly assigned to three groups: two experimental groups (each with 13 members) and one control group (with 14 members). Data collection was conducted using the Autism Social Skills Profile by Belini and Hopf (2007), the CARS questionnaire by Schopler (1988), the Aggression Questionnaire, and the Children's Sleep Habits Questionnaire by Owens, Spirito, and colleagues (2000). After collecting the questionnaires, the data were analyzed using SPSS-20 software. Findings: The results indicated differences in the effectiveness of schema-based parenting and mindful parenting on aggression in children with mild autism spectrum disorder. Additionally, there were differences in the effectiveness of schema-based parenting and mindful parenting on the improvement of social interactions in children with mild autism spectrum disorder. Furthermore, differences were observed in the effectiveness of schema-based parenting and mindful parenting on sleep problems in children with mild autism spectrum disorder. Conclusion: The study demonstrated that both schema-based and mindful parenting interventions significantly reduce aggression and sleep problems while enhancing social interactions in children with mild autism spectrum disorder. These findings suggest the effectiveness of incorporating these approaches in parenting programs to improve behavioral and emotional outcomes in children.

Profile of High School Students' Problem-Solving Skills and the Application of Problem-Based Learning: A Preliminary Study

This study's purpose is to obtain a profile of students' problem-solving skills and describe the achievement of implementing Problem-Based Learning (PBL) in high schools. The profile of problem-solving skills was obtained by giving tests and questionnaires to 53 students, while the achievement of implementing the PBL model was obtained by interviewing six students and one chemistry teacher. The research data obtained is then described. The findings revealed that the students' problem-solving skills remained low, namely in the poor and very poor categories with a percentage of 67.93%. Meanwhile, students' problem-solving skills were in the enough category at 20.75%, in the good category at 11.32%, and in the very good category were not found. This study also demonstrates that the teacher's application of learning with the PBL has yet to lead to students achieving the problem-solving skill indicators that are measured. In addition, students' prior knowledge was found to have contributed to the achievement of these indicators. This study suggests adapting and modifying the PBL model's syntax based on all present constraints to develop a new learning model capable of appropriately training students' problem-solving skills by focusing on the side of students' prior knowledge, formulation hypothesis, and reflection activities in learning.

Development of management skills for MSMEs, as support for their permanence and regional growth

Micro, small and medium-sized businesses play an important role in the economic development of nations, both in industrialized countries and in those with a lower level of development, however there are various factors that limit them, such as the lack of management skills of its managers, which is why this work seeks to identify the skills profile of the director of the MSMEs, in the San Martín Texmelucan region, in order to be in the position of proposing a means that helps to remedy this lack, according to the particular characteristics of this type of business. The analysis and proposal of this work are based on the study and results of the research titled: Training and development of skills of the directors of Mypes in Latin America, a project in which they participated as members and surveyors of the Latin American Studies Network in Administration and Business, in 2022. Using the R program version 4.0.2 (2020), the values of the mean, standard deviation and Cronbach's alpha coefficient were determined. These values presented have a reliability of values greater than 0.8 in their Cronbach's alpha recommended by Nunnally and Bernstein 199.

Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome.

Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive-behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generally, there is a paucity of research on the prosodic skills of individuals with DS, despite the relevance of this linguistic component for effective communication. This study aimed to analyse, for the first time, the prosodic profile of Spanish-speaking teenagers and young adults with DS. We hypothesized that participants with DS would show significantly lower skills for the perception and production of prosodic functions and forms when compared to peers with intellectual disability (ID) of unknown origin. We also hypothesized that teenagers and young adults with DS would have better prosody perception than prosody production. The final sample included in the study comprised 28 Spanish-speaking teenagers and young adults with DS and 29 teenagers and young adults with other ID matched on chronological age and nonverbal cognition. Their prosodic skills were tested by means of the Profiling Elements of Prosody for Speech and Communication battery. This battery allows for the separate evaluation of the comprehension and expression of the communicative functions of prosody and the discrimination and production of the forms that carry out such functions. In the prosody function tasks, which are the most adaptive tasks for the communicative process, we found, as expected, significantly lower scores on the turn-end, chunking, and focus tasks in the group with DS. However, no significant between-group differences were found for the affect tasks. Participants with DS also had significantly lower scores on the prosodic form tasks than participants with other ID. The results of the comparison between prosodic perception and production skills showed that a generalization about a better profile in comprehension versus production is not possible and that there is a dependence on the demands of the prosodic task undertaken. The findings contribute to the ongoing development of the language profile of teenagers and young adults with DS and imply the need to design prosodic intervention programs based on their specific profile. What is already known on the subject Prosody is a fundamental element of language, and its mastery affects the effectiveness of communication. However, research on prosody in Down syndrome (DS) that offers a holistic view from a psycholinguistic approach is still scarce. To date, studies focused on providing a detailed profile of prosodic skills in individuals with DS have been mainly conducted with a few English-speaking children. These studies have shown that the comprehension and production of prosody is severely impaired, especially when considering affect and focus production, as well as the perception and production of prosodic forms. During childhood, greater efficacy is found in prosody comprehension than in prosody expression. What this study adds This is the first study analysing the prosodic profile of a large group of Spanish-speaking teenagers and young adults with DS. Poorer performance in the perception and production of both prosodic functions and forms was observed in participants with DS compared to participants with intellectual disability of unknown origin matched on chronological age and nonverbal cognition. Unlike what has been previously found in children, teenagers and young adults with DS performed at the same level as the control group on the understanding and expression of affect through prosodic cues. Results also showed that a generalization about a better prosody profile in comprehension versus production is not possible. What are the clinical implications of this work? This study provides new data on the prosodic skills of Spanish-speaking teenagers and young adults with DS. Given the impact of prosody on effective communication and the pattern of difficulties found in this study, speech and language therapists working with individuals with DS should consider including prosodic skills in interventions not only in childhood but also in adolescence and adulthood. Therefore, the prosodic profile of strengths and weaknesses in individuals with DS found in this research has direct implications for clinical practice.

Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model

The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpose or by purposive sampling technique. The data collection techniques used are questionnaires, interviews, and observation. The data were analyzed using descriptive statistics which would show the percentage of the number of students per category. The results of this study indicate that for creative thinking skills, collaboration and communication the percentage of students is in the near standard category. As for creative thinking skills, the percentage of students is in the substandard category. This shows that students' 21st century skills still need to be improved. learning activities that facilitate the emergence of 21st century skills need to be carried out continuously or continuously so that students are accustomed to and achieve the desired standards. The conclusion of this study is that students' 21st century skill profiles in digital learning with CTL are in a status close to a good standard, except for creative thinking skills that still require some extra treatment to improve them.

An economic geography approach to the implementation of circular economy – comparing three examples of industry-specific networks in West Sweden

Purpose The circular economy (CE) has been endorsed as representing a model that is able to achieve environmental protection through decreased use of raw materials, together with changing economic values and social inclusion thanks to its demand for a wide variety of skill profiles. This has motivated many policy initiatives to support the implementation of the CE. The purpose of this study is to follow such policy initiatives in three geographically anchored industry-specific networks. Design/methodology/approach The study contributes to the research debate on the CE through a spatial approach with a focus on how the implementation of the CE is conditioned by spatial and regional contexts. The authors investigate three different networks in Sweden for CE with different locations and industrial profiles. Findings The findings reveal the difficulty that exist in relation to the implementation of the CE. The network and support functions in combination with private industry are vital. The risk of sustaining an uneven regional economic development is evident. Originality/value Although research on the development of the CE has proliferated, geographical approaches to this development are comparably rare to date. The authors seek to contextualise the strategy development and policy implementation of a CE policy.

Problem-Solving Proficiency Profile in Problem-Based Learning Model for Eighth-Grade Students on the Subject of Pressure in Matter

The Problem Based Learning (PBL) model is considered as one of the effective approaches to develop problem-solving skills in students. Hence, the purpose of this study is to assess the problem-solving abilities of eighth-grade students in SMPN 3 Samarinda using the PBL model. The research design employed in this study is descriptive quantitative. The data collection took place at SMPN 3 Samarinda with a total sample of 26 class VIII students. This research yielded the finding that the ability to solve problems for the indicator of understanding the problem reaches 73.50%, then the indicator of making plans obtains the proportion of 49.15%, then the indicator of carrying out the plan 40.17% and finally the indicator of re-examination is obtained 37.18%. So that the average proportion of all indicators capable of solving problems is 50%, this proportion is included in the sufficient category. In accordance with these findings, it can be interpreted that more science material is needed which is taught using the PBL model so that the profile of the problem-solving skills of the students can be better

The Relationship Between Social Skills and Sensory Profile, Emotion Regulation, and Empathizing/Systemizing in Adolescents on the Autism Spectrum.

This study aims to evaluate the relationship between social skills and sensory features, emotion regulation, and empathy in adolescents on the autism spectrum.One hundred and twenty-three adolescents were included in the study (50 autistic, 73 typically developing-TD adolescents). The participants filled out the Adolescent/Adult Sensory Profile (AASP) and Emotion Regulation Questionnaire. Parents of the participants completed the Child Empathy and Systemizing Quotient (EQ-C/SQ-C) and Autism-Social Skills Profile (ASSP) scales.Social reciprocity, social participation/avoidance, ASSP total scores, empathy and systemizing scores were lower, and detrimental social behaviors, low registration sensory profile scores were higher in the autism spectrum group. While a difference between genders was observed in sensory sensitivity, sensation avoiding, low registration quadrants and empathy scores, no gender and group interaction was found in any domain. Social skill total scores were correlated to sensation seeking and low registration sensory features, empathy, systemizing, and reappraisal emotion regulation scores. A hierarchical multiple linear regression analysis was conducted controlling for group and gender, sensation seeking (p = .032, β = 0.138), low registration (p = .012, β=-0.215) of the AASP, and empathy (p < .001, β = 0.555) and systemizing (p = .033, β = 0.138) scores of the EQ/SQ-C was found to significantly predict social skill total scores.Although emotional regulation strategies may play a role, sensory processing features and empathy and systemizing skills seem to be the more significant contributors to social skills during adolescence. Interventions targeting sensory processing and especially improving empathy and systematization skills may positively affect social skills in adolescents on the autism spectrum.