Weak Skills Research Articles

Finnish children born very preterm have good reading comprehension but weak reading fluency at age 11 years – a longitudinal cohort study

ABSTRACT Children born very preterm (<32 gestational weeks and/or birth weight ≤1500 g) are at elevated risk for reading difficulties. This study aimed to investigate reading fluency and reading comprehension at 11 and to analyze the associations between literacy skills at 7 and reading skills at 11 in 134 Finnish-speaking very preterm children. At 11, reading fluency and reading comprehension were evaluated. At 7, pre-reading skills, decoding, and writing were assessed. Results showed that there were more preterm children with weak skills in reading fluency compared to a normative test population. Reading comprehension was age appropriate. Additionally, 62% to 68% of the children with weak literacy skills at 7 had weak reading fluency at 11, compared to those with more advanced skills (43% to 33%, p < 0.001 to 0.026). Respectively, 30% to 50% of the children with weak literacy at 7 had weak reading comprehension at 11 compared to those with more advanced skills (13% to 17%, p < 0.001 to 0.005). Findings highlight the importance of screening reading fluency until 11 years and providing support for the continuum between literacy skills in the beginning of schooling and reading outcome at later school age.

Improving the Organization of Quasi-Professional Activities of Masters of Adaptive Physical Education as a Guarantee of Increasing Professional Competence

Introduction. The article discusses the problem: what are the effective forms and methods of work of developing professional competence among masters of the department of physical education in the field of training “Physical education for persons with health problems (adaptive physical education)” of the Sevastopol Institute of Economics and Humanities (branch) of the Crimean Federal University named after V. I. Vernadsky. The purpose of the study is to substantiate the importance of organizational and methodological improvement of the quasi-professional sector of the educational process. Methodology. Using scientific methods of pedagogical observation, questioning, studying the products of pedagogical activity and pedagogical documents, the authors substantiate the role of inclusive competence as an integral part of professional competence, as well as the possibility of its optimal improvement at the quasi-professional stage of the educational process using special pedagogical technologies and methods, including conducting sociocultural inclusive events. Results. It was revealed that masters of the Faculty of Physical Culture have, in general, sufficient and strong theoretical knowledge in the field of inclusion. At the same time, masters who carried out educational activities in traditional forms and in standard organizational and methodological conditions demonstrated unstable, weak skills in applied, practical activities related to inclusive competence. Conclusions. The main reserves for increasing the inclusive competence of master of physical education lie in the quasi-professional sector of the educational process, and the task of increasing the level of inclusive competence of master of physical education, and therefore increasing their overall professional level, can be solved by intensifying and optimizing educational and applied activities at the quasi-professional stage formation of inclusive competence.

((The Effect of an Educational Program Using a Model (Hierarchical Learning Method) in Learning the Crushing Hit Skills in Volleyball))

With advances in various mathematical sciences, including teaching methods, researchers advancing education have sought to answer research questions about students' disproportionately weak skills in learning technical subjects.&#x0D; The purpose of this study was also to determine the impact of an educational program with a multi-level learning approach on learning volleyball strategy. Researchers use experimental methods because they meet their research needs. The research team included second-year students from the Faculty of Physical Education, Exercise and Exercise Science at Hamdaniya University. The number of students is (66). The study sample was limited to her 40 students, Divided into two groups

57 Executive Functioning Correlates with Adaptive Behaviors in Wiedemann-Steiner Syndrome

Objective:Wiedemann-Steiner syndrome (WSS) is a rare Mendelian disorder of epigenetic machinery caused by a mutation in KMT2A, with hallmark features that include intellectual disability and developmental delay. Animal models have helped identify the critical roles KMT2A plays in prefrontal neuron maturation and executive function (i.e. working memory) development. However, the neurobehavioral phenotype of individuals with WSS, including executive functioning, remains poorly characterized. Accordingly, this study aimed to 1.) examine the neurobehavioral profile (adaptive, psychosocial, and executive functioning) associated with WSS and 2.) the correlations between executive functioning and these domains.Participants and Methods:A total of 25 mothers of individuals with WSS (13 females, Mean age=12.78 years, SD=7.88) completed a combination of parent-informant questionnaires. The caregivers completed the Adaptive Behavior Assessment System 3rd Edition (ABAS-3), the Strengths and Difficulties Questionnaire (SDQ), and a version of the Behavior Rating Inventory of Executive Function (BRIEF). Descriptive analyses were conducted to examine proportion of the sample with clinically significant concerns on the BRIEF and SDQ, and low to very low adaptive skills based on ratings on the ABAS-3. Partial correlations were computed to examine the relationships between overall executive functioning (BRIEF General Executive Composite, GEC) with adaptive domains (ABAS-3 Conceptual, Practical, Social), and psychosocial functioning (SDQ Emotional Problems, Conduct Problems, Hyperactivity, Peer Relations, Prosocial Behaviors) while accounting for age. Associations that survived Benjamin Hochberg correction are reported.Results:Of our sample, 64% were rated in the very elevated range for executive functioning problems (BRIEF GEC), with a greater proportion endorsing clinically significant concerns with behavior regulation (68%) relative to cognitive regulation (48%). Majority of participants was rated in the low or very low range for ABAS-3 General Adaptive Composite (72%), with a greater proportion showing problems in Practical (64%) and Conceptual Domains (64%) relative to Social Domain (44%). Among those who completed the SDQ, caregiver ratings implicate elevated Total Problems (90%) with greater concerns observed in Emotional Problems (62%), Hyperactivity (81%) and Peer Relationship difficulties (95%). After controlling for age, executive functioning difficulties were associated with weaker skills in the Conceptual (r=-0.56, p=0.003), Social (r=-0.44, p=0.028) and Practical domains (r=-0.51, p=0.009); as well as more Hyperactivity (r=0.49, p=0.025) and Conduct problems (r=0.58, p=0.007). Specifically, day-to-day challenges with executive functions were related to weaker adaptive skills in Self-Care (r=-0.54, p=0.006), Self-Direction (r=-0.53, p=0.007), and Communication (r=-0.49, p=0.01).Conclusions:Individuals with WSS are at risk for executive functioning deficits, which in turn may impact the development of and/or day-today application of adaptive skills and behavior regulation. Future clinical research should further explore the development and neurophysiology of executive functions among those with WSS with multidisciplinary methods, including behavioral, cognitive and neurobiological metrics. Those working with individuals with WSS may consider executive functioning interventions, which may yield indirect benefits to self-regulation and daily use of life skills.

Digital literacy among students in medical institutions of higher education in distance learning situations

Digital educational technologies are an innovative way of organizing the educational process, based on the use of electronic and information systems, which ensure visibility of the formation of digital skills among students of higher education institutions. The article analyzes the use of digital technologies by students of medical institutions of higher education when studying natural sciences in the conditions of distance learning, using the example of the educational component «Medical and biological physics; Medical information technologies». The analysis and synthesis of search results in information systems was carried out in order to define research concepts, methods of expert evaluation, observation, modeling, and forecasting. The principles of the «digitalization of Ukraine» policy were concidered, the components of the concept of «digital information literacy» were defined, and the effectiveness of the use of digital programs and devices in the educational process in medical institutions of higher education was investigated. The survey method was used for the research. A structured questionnaire in the form of a Google form was developed to collect information. The role of digital learning technologies in the educational space and their application in the educational process was determined. It was found that the number of e-books in the respondent’s home reduced the probability of weak skills, but had no relationship with strong skills. Frequency of using digital skills at university reduced the likelihood of weak skills, but there was no association with strong skills. This suggests that the use of digital technologies in the university can protect against low productivity, but does not guarantee high qualifications. Students’ general cognitive abilities are positively related to their digital self-efficacy accuracy. Students with more experience in the informational Internet space demonstrate more accurate digital self-efficacy. It is shown that digital technologies in the educational space, due to their visibility, accessibility and orientation to the individual abilities of students, are a necessary condition for increasing the efficiency and effectiveness of the educational process. The use of digital technologies by students of medical institutions of higher education on the example of studying the educational component «Medical and biological physics; Medical information technologies» increase students’ motivation to study, contribute to the development of digital practical skills in future specialists.

Am I ready to graduate? Management majors’ perceived collegiate skill development

We examine 15 skills of graduating management majors as measured by self-rated perceptions of change during their college tenure. The sample includes 520,052 students from 697 higher education institutions in the United States. The research questions are: (1) As judged by management majors themselves, how much have their skills changed as a result of higher education? (2) How do these self-perceptions compare to other students? (3) What is the estimated impact of a management degree on these changes? Notable findings include that at least 90% of students reporting stronger, if not much stronger, skills in the categories of general knowledge, critical thinking, analytics, problem solving, and knowledge of their chosen field (management). However, other skills such as leadership are reported by 16% of management students as experiencing no change. The ratings of communication skills categories of public speaking and writing reported 17% of each category as no change or weaker skills is these areas. Study findings are discussed along with recommendations for future research.

Intentions and flexibility: navigating complex literacy practices in primary education

ABSTRACT Background Children develop within a complicated and dynamic textual world. In the primary school classroom, one of the most important tasks for teachers involves the design of learning environments and situations that can support all students’ literacy development. Although the identification of students with weaker skills is relatively well researched, there is a need for deeper understanding of how teachers address the variation of literacy skills within their classrooms. This article focuses attention on teachers’ navigation of complex literacy practices within the primary classroom, which involves supporting the literacy development of children with a variety of needs, abilities and experiences. Purpose The study aimed to investigate how primary education teachers and special educational needs teachers described their intentions and ways of designing learning for complex literacy practices in order to sustain a culture of inclusive education design. Methods A total of 24 primary education and special educational needs teachers across four schools in two Swedish municipalities participated in focus group discussions. In-depth data analysis was based on design-oriented theory, applying the central concepts of intentions and flexibility to the teachers’ accounts of literacy development. Findings According to the analysis, the participating teachers perceived advantages in using multimodal methods, collaborative learning, motivation and joyfulness, as well as learning structures and support. They discussed the challenges around supporting students’ literacy progress, describing their preparedness and the flexibility, or transformation competence (using different teaching resources in different situations at different times) involved in navigating complex literacy practice in the classroom for the benefit of all students. Conclusions The study highlights the significance of teachers’ intentions to prevent, identify and remove barriers to students’ literacy development. It suggests that the part played by flexibility in determining solutions to challenges in classroom practice should not be overlooked in relation to supporting students’ literacy learning progress. Implications also include greater recognition of the importance of continuous professional development to support inclusive practice, with opportunities for collegial learning and collaboration.

Core English skills affecting Korean hoteliers’ perceived language proficiency

Fluency in English is a crucial asset in today"s highly competitive hotel industry. However, despite the significant contribution of the hotel sector to the country"s tourism industry revenue, there is a lack of knowledge regarding the usage and proficiency of English among Korean hoteliers. Therefore, the aim of this study is to thoroughly examine the usage frequency of four English skills and the perceived level of proficiency of Korean hoteliers by investigating both strong and weak skills. The study reveals that listening, speaking, reading, and writing skills are all essential in the hotel industry, but their frequency of use and proficiency level vary depending on the department, position, and hotel brand. Senior managers demonstrated the highest English proficiency, highlighting the importance of English for career development. However, this study also identifies a critical deficiency in confidence in listening skills and knowledge of grammar and sentence structure, in contrast to a high level of linguistic politeness. The respondents" ability to understand vocabulary spoken by guests and to utilize it in writing, constructing sentences, and speaking naturally were found to impact their overall perception of English proficiency. Based on the research findings, the study provides implications for English education to enhance the competitiveness of Korean hoteliers.

The Analysis of the Improvement of Student's Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

Mathematical communication skills convey and interpret mathematical ideas through drawings, tables, diagrams, formulas, or demonstrations. The inquiry-based learning model allows students to discover data, facts, and information from various sources to provide experiences. This study aims to analyze students’ mathematical communication skills, improve them using the inquiry-based learning model, and then deepen them through a description. This study uses an explanatory sequential method combining quantitative and qualitative research. The research subjects were 23 VIB students in the control class and 23 VIA students in the experimental class. The study results show that students’ mathematical communication skills are divided into weak, moderate, and strong skills. The independent sample t-test results showed a significant influence of applying the inquiry-based learning model with a sig. 0.003 (p &lt;0.05). Strong and moderate mathematical communication skills showed an increase of 47.83% and 13.04%, while weak skill levels showed a decrease of 60.87%. The improvement of mathematical communication skills is presented as a description of observation and interview results. The research conclusion reveals that applying the inquiry-based learning model can improve students’ mathematical communication skills in solving problems of circumference and area of circles in elementary school students.

Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance

The present study tests two complementary developmental theories regarding the fit between children’s skills and their environments within the context of a state Quality Rating and Improvement System (QRIS). Specifically, we examine whether high-quality prekindergarten disproportionately benefits children based on their entering ability levels. The sample includes 684 children (48% female; Mage = 57.56 months) residing in a midwestern state who were eligible to receive child care subsidies and participated in an evaluation of state-funded prekindergarten during the 2015-2016 school year (cohort 1), 2016-2017 school year (cohort 2), or 2018-2019 school year (cohort 3). We implemented multilevel regression models with children nested in their respective classrooms and schools to investigate whether children in higher-rated prekindergarten programs on the QRIS experienced greater growth in math, literacy, and vocabulary from fall to spring if they entered with stronger executive function skills (i.e., foundational skills hypothesis), or if they entered with weaker skills in the same respective domain as the outcome (i.e., compensatory skills hypothesis) relative to children who attended programs that were lower-rated or unrated on the QRIS. Contrary to both hypotheses, only one significant interaction emerged indicating that children who attended prekindergarten programs rated as low-quality on the QRIS were more likely to have higher spring literacy performance if they began the year with stronger executive function skills. Implications for research and policy are discussed.

Neighbourhood Ethnic Density, Local Language Skills, and Loneliness among Older Migrants-A Population-Based Study on Russian Speakers in Finland.

So far, little attention has been paid to contextual factors shaping loneliness and their interaction with individual characteristics. Moreover, the few existing studies have not included older migrants, identified as a group who are vulnerable to loneliness. This study examined the association between neighbourhood ethnic density (the proportion of own-group residents and the proportion of other ethnic residents in an area) and loneliness among older migrants. Furthermore, we investigated whether local language skills moderated this association. A population-based representative survey (The CHARM study, n = 1082, 57% men, mean age 63.2 years) and postal code area statistics were used to study Russian-speaking migrants aged 50 or older in Finland. The study design and data are hierarchical, with individuals nested in postcode areas. We accounted for this by estimating corresponding mixed models. We used a linear outcome specification and conducted logistic and ordinal robustness checks. After controlling for covariates, we found that ethnic density variables (measured as the proportion of Russian speakers and the proportion of other foreign speakers) were not associated with loneliness. Our interaction results showed that increased own-group ethnic density was associated with a higher level of loneliness among those with good local language skills but not among those with weaker skills. Good local language skills may indicate a stronger orientation towards the mainstream destination society and living in a neighbourhood with a higher concentration of own-language speakers may feel alienating for those who wish to be more included in mainstream society.

PENGEMBANGAN BUKU ELEKTRONIK (E-BOOK) PRAKARYA ELEKTRONIKA UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 TERINTEGRASI KETERAMPILAN BERPIKIR KREATIF MAHASISWA

This research started with the absence of E-Books that facilitate students in improving their creative thinking skills, the low cognitive understanding of students about relay components, infrared sensors and Arduino Uno need to be taught to students as new knowledge in the development of robotic-based technology, as well as students' weak skills in make electronics. This study aims to describe students' creative thinking skills. The research subjects were physics education students at PGRI Silampari University, from August 2022 to. January 2023. Kemp's model is used in this research and development. Diagnostic instruments in the form of tests and non-tests. Analysis using descriptive. The results of the study show that this E-Book is valid and practical so that it can facilitate students to work on electronics projects using relay modules, infrared sensors and Arduino Uno modules in assessing creative thinking skills with an average achievement of creative thinking skills of 58.9% of developing students. as expected, 15.6% developed and 13.3% started to develop and 12.2% did not develop.

Diagnosing Soft Skills in Primary School Students within the Context of the New Ukrainian School Reform

The paper presents findings of the study conducted on soft skills (transversal skills) in Ukrainian primary school students. The study sample encompasses students representing 150 schools of various types, including experimental schools involved in piloting of the new State Standard of Primary Education. Six students were randomly selected among third graders (aged 8-9) from each school. The study employed such methods as case study, observation, content analysis and survey. Their combination allowed for a comprehensive investigation of primary school students’ soft skills. The findings have shown that students’ best-developed skills are those belonging to personal and social domains, namely collaboration and copying with emotions. The weakest skills are related to cognitive domain and include critical and systemic thinking, reading comprehension, ability to logically argue for one’s position. Students in pilot schools have revealed certain advantage over other students in such skills as ability to articulate thoughts orally and in writing, creativity, initiative, collaboration, and problem-solving. The study of the formation of cross-cutting skills of students was carried out using the case method, observation method, content analysis and questionnaires. To determine the level of formation of each end-to-end skill, a methodology was developed, which was based on taking into account the results of the group's performance of both tasks (cognitive and creative) and expert observations of the implementation process.

Peer Advice on Financial Decisions: A Case of the Blind Leading the Blind?

Abstract We investigate the impact of peer interaction on the quality of financial decision making in a laboratory experiment. Face-to-face communication with a randomly assigned peer significantly improves the quality of subsequent private decisions even though simple mimicry would have the opposite effect. We present evidence that the mechanism involves general conceptual learning (because the benefits of communication extend to previously unseen tasks), and that the most effective learning relationships are horizontal rather than vertical (because people with weak skills benefit most when their partners also have weak skills). The benefits of demonstrably effective financial education do not propagate to peers.

Local Officials’ Perceptions of Climate Victim Management Challenges on Bangladesh’s Southeast Coast

In Bangladesh, extreme weather events displace about one million people each year. The national government resettles these climate victims by allocating houses in so-called cluster villages. This paper examines how local disaster management officials manage the resettlement of climate victims in Bangladesh’s coastal areas. For this paper, we conducted a preliminary field work, questionnaire survey, and informal phone interviews. The questionnaire survey was conducted from March to July 2020 among 70 central government civil servants who worked as disaster management officials and played a pivotal role in local decision making for climate victim resettlement. This paper first examines how national disaster response policies were implemented in local areas before, during, and after disasters. Our questionnaire survey results show five management challenges local officials faced in managing displaced people: (1) local officials’ limited onsite experience, (2) varied impacts of natural disasters on islands and the mainland, (3) arbitrary engagement in disaster response actions, (4) lack of evacuation drills, and (5) weak coordination skills among relevant stakeholders. In particular, these challenges were acute among island officials. Our multiple regression analyses show that the respondents’ age and onsite work experience (p &lt; 0.05) significantly affected their perceptions. Overall, these findings suggest a need to drastically improve local disaster governance capacity. This study offers insights into how countries with similar challenges may respond to climate-induced displacement in the future.

STUDENTS’ LINGUISTIC SKILLS AND PROBLEMS IN LEARNING MEDICAL VOCABULARY AT A HEALTH SCIENCES UNIVERSITY IN THE UAE

English for Specific Purposes (ESP) courses help the students to be more effective and confident in their profession. The main aim of this research was to explore the difficulties faced by students of a Medical and Health Sciences University in learning medical vocabulary which is a vital part of teaching English for Medical Purposes (EMP). It was hypothesized that students coming from non-English medium backgrounds find it difficult to understand and learn medical vocabulary due to weak linguistic skills. A questionnaire was sent to the undergraduate and post-graduate students of Medical, Dental, Pharmacy and Nursing Colleges and it was observed that the majority of students agreed that knowing medical vocabulary in English is important for their profession and students coming from Arabic medium schools find it difficult to understand and learn medical vocabulary and more than 50% use an English-Arabic dictionary. Interestingly, listening emerged as the weakest skill but 97% of participants feel that practice in hospitals can make learning the medical terms easy. Based on these findings, the authors have suggested some interactive activities that can be used in the class for better retention and made some recommendations.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0958/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills

Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest–posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer, focusing on memory, counting and comparison) and one active control group (playing educational kindergarten games without mathematical content) was set up dealing with 45 preschoolers with a mean age of 68.78 months (SD = 4.46). Children were matched in kindergarten on their early mathematical and language skills as well as on their intelligence before the interventions took place. The study revealed that playing mathematical games in kindergarten had the potential to enhance the early mathematical skills. Children with initial weak mathematical skills in kindergarten caught up with their average performing peers, pointing to the importance of serious numerical games as “opportunities” in kindergarten. Both boys and girls benefitted, with a sustained effect in grade 1, revealing promising potential effects of offering opportunities to focus on mathematics even in very young children.

Identifying the Components of the Tendency to Smoke in Young People from the Experts’ Perspective: A Qualitative Analysis

Aim: The aim of this study was to identify the components of smoking tendency in youth from the perspective of addiction and smoking experts. Methods: in this study, a qualitative approach and thematic analysis method were used. Participants included experts in the fields of addictions and smoking and smokers (therapists, researchers, professors and teachers) in 1399 who were selected using purposive sampling. Sampling was done using interview tools (semi-structured) in order to receive the data until the saturation point and then the collected information was analyzed by coding method (main and secondary). Findings: The analysis of the research findings led to the extraction of 85 primary concepts, 38 subcategories and 15 main categories, according to which, the main categories of smoking tendency in youth were: 1. The effective role of relatives in consumption, 2. Inefficient atmosphere of the family predisposing to consumption, 3. Motivation of peer groups in consumption, 4. Media coverage of smoking, 5. Influence of famous personalities, 6. Facilitating society in consumption, 7. Favorable consumption conditions in public recreation area, 8. Easy access to cigarettes, 9. Cognitive distortions about smoking, 10. Inefficient psychological causes, 11. Reverse reaction to superficial inhibitors in consumption, 12. Weak adaptive skills, 13. Consideration of behavioral attractiveness, 14. Media’s superficial portrayal of the harms of consumption, and 15. Recreational consumption. Finally, the combination of the main categories led to the extraction of two core themes, including the interpersonal components, the extra-personal component, and the intrapersonal components of the tendency to smoke in youth. Conclusions: The present study showed that youth are affected by interpersonal and extra-personal factors such as the media, family, society and the atmosphere of peers with common interests or intrapersonal dimensions like psychological disorders, famous characters in movies, or skill weaknesses are more likely to tend to smoke and continue smoking.

The development of world language speaking and writing in US higher education: A longitudinal case study

AbstractMeeting the specific needs of each individual learner in an inclusive world language (WL) curriculum is key to success in the modern classroom. A learner's innate or previously learned writing ability is thought to affect speaking ability (and vice versa), with the stronger of the two skills helping to prop up the weaker skill. However, this proposed relationship is not well understood at this point. This longitudinal study followed a cohort of 27 WL majors and minors in Chinese, French, German, Japanese, and Spanish over the course of 3–4 years of university study; examined the different language courses that they completed; and measured their proficiency at the end of each academic year. Results indicate largely symmetrical development of speaking and writing, with significant exceptions.

Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally

ABSTRACT This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults’ (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers’ strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers’ weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work.