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Ideally, language and reading skills in bilingual children are assessed in both languages spoken in order to avoid misdiagnoses of communication or learning disorders. Due to limited capacity of clinical and educational staff, computerized screenings that allow for automatic evaluation of the children’s performance on reading tasks (accuracy and speed) might pose a useful alternative in clinical and school settings. In this study, a novel web-based screening platform for language and reading assessment is presented. This tool has been preliminarily validated with monolingual Italian, Mandarin–Italian and English–Italian speaking primary school children living and schooled in Italy. Their performances in the screening tasks in Italian and—if bilingual—in their native language were compared to the results of standardized/conventional reading assessment tests as well as parental and teacher questionnaires. Correlations revealed the tasks that best contributed to the identification of risk for the presence of reading disorders and showed the general feasibility and usefulness of the computerized screening. In a further step, both screening administrators (Examiners) and child participants (Examinees) were invited to participate in usability studies, which revealed general satisfaction and provided suggestions for further improvement of the screening platform. Based on these findings, the potential of the novel web-based screening platform is discussed.

The impact of the Covid-19 pandemic on the economic sector is quite heavy. Based on data from the Ministry of Manpower as of April 7, 2020, it was recorded that 39,977 companies in the formal sector chose to lay off and lay off their workers. A total of 1,010,579 workers were affected. This condition results in a decline in people's purchasing power. In fact, one of the prevention efforts so that it is not easily infected with Covid-19 is to maintain the body's immune system through healthy food and lifestyle. In an effort to suppress the spread of Covid-19, the PKM Team provided Covid-19 prevention education through mini booklets and provided assistance in the form of commodities to increase body immunity for the Unesa academic community in the East Java region, especially Surabaya. The Unesa academic community who received Covid-19 prevention education through mini booklets and provided assistance in the form of immune-boosting commodities as many as 20 people consisting of students and educational staff.

The article deals with remembered experiences of estrangement and devaluation among Mizrahi graduates of yeshiva high schools in the late 1980s. Most of the literature on the experience of estrangement in educational institutions suggests that it derives from cultural or ethno-religious hierarchies. The singularity of this study is the link it finds between the experience of estrangement and the correlation of religious hierarchies with ethnic hierarchies, which in turn, produce an experience of estrangement. The research indicates a construction of Ashkenazi religiosity as standard and Mizrahi religiosity as faulty and out of place in yeshiva high schools. The religious practices and liturgy of the yeshiva high schools in this study followed a purely Ashkenazi tradition. In addition, in their remarks the educational staff focused attention on the inferiority of Mizrahi religiosity and religious practices, perceived as faulty, or devalued them by giving prominence to inversion rites. Internalization of this tagging caused the students to doubt the appropriateness of their family religious practices. At the same time, they were criticized by their families for adopting Ashkenazi religious practices. All this created an experience of estrangement, both in the yeshiva and at home.

The current research sheds the light on: 1- Professional competence of special education teachers. 2- The differences in the professional competence of special education teachers according to the variable: gender (males - females) To achieve the aims of this research, the researchers followed the fundamental steps according to which the process of building educational and psychological standards goes, so the professional competence scale that consists of (45) items was built in its final form. After completing the construction of the research tool, the application was applied to a sample as members of the educational staff (teachers) of special education classes in government schools in Babylon Governorate in its various districts for the academic year (2020-2021). Statistical data were processed using the statistical package (SPSS) and the research reached the following results: 1- Watching artworks in a visual scene. 2- There are no statistically significant differences at the level (0.05) in occupational according to the gender variable. The research concluded with proposals in the Mediterranean.

1. Employee Engagement of special education teachers. 2. differences in the Employee Engagement for special education teachers based on the following variable: sex (Male & Female) In order to achieve the objectives of the research, the researchers followed the basic steps according to which the process of building educational and psychological standards proceeds, The Employee Engagement scale consisting of (35) items was built in its final form After completing the construction of the research tools, the application was applied to the final research sample amounting to (172) members of the educational staff (teachers) classes of special education in government schools in Babylon Governorate in its various districts for the academic year (2020-2021), and the data was processed statistically using the statistical bag ( SPSS) and the research reached the following results: 1. special education teachers enjoys the Hardiness. 2. There are no remarkable differences statistically shown at ( 0,05) level in the Employee Engagement based on the following variable: sex (Male & Female) In the light of the findigs, som recommendations and suggestion Were given.

The Occupational Depression Inventory (ODI) was recently developed to assess depressive symptoms that individuals specifically attribute to their work. Research on the criterion validity of the instrument is still in its infancy. In this study, we examined whether the ODI predicted performance on, and appreciation of, a cognitively challenging test. In light of the link established between clinical depression and neuropsychological impairment, and considering that individuals with depressive symptoms are more likely to feel helpless under challenging circumstances, we hypothesized that occupational depression would be associated with poorer cognitive performance and a darkened appreciation of the task undertaken. We relied on a sample of 1,359 educational staff members. We used an abridged version of Raven’s Advanced Progressive Matrices (RAPMs) as a cognitively challenging task and measure of cognitive performance. RAPMs assess so-called eductive ability (meaning-making and problem-solving abilities) through items of various degrees of difficulty. Transient mood was assessed with a three-item measure before RAPMs were administered. Task appreciation was assessed with a single-item measure after the completion of RAPMs. We found occupational depression to be negatively linked to cognitive performance. A two-step cluster analysis, in which ODI and RAPMs scores were used as classifiers, revealed two profiles of respondents. The first profile was characterized by relatively low levels of depressive symptoms and high levels of cognitive performance; the second profile, by relatively high levels of depressive symptoms and low levels of cognitive performance. The two profiles differed strongly from one another, as indexed by Cohen’s ds of 2.492 regarding depressive symptoms and 1.263 regarding cognitive performance. As anticipated, occupational depression predicted a darkened appreciation of the test. The association remained statistically significant, and largely unchanged, controlling for pretest mood and test performance. The highest levels of depressive symptoms were observed among individuals evaluating the task as “frustrating” and “discouraging.” Our study suggests that occupational depression predicts poorer cognitive performance and a negativized experience of cognitive challenge. Such features may be part of a self-sustaining loop fostering the maintenance of depressive symptoms. The extent to which the ODI predicts performance in the work context needs to be investigated.

Major depressive disorder (MDD) and other affective disorders may surreptitiously arise in children and adolescents during their school period and impair their social and educational functioning. Besides the social and personal burden, which are increased during the SARS-CoV-2 pandemic, the onset of depression may compromise the future of the growing person with chronicity and recurrence. In this context, educators’ training is essential to detect early the onset of a depressive disorder, to spare later consequences through the timely establishment of adequate treatment. The educational staff should receive adequate training to be able to work closely with healthcare providers and parents, thus directing the young person with an affective disorder to the right psychological and pharmacological treatment provider, i.e., a specialized psychologist or psychiatrist. The first approach should be to establish a trustful relationship with the adolescent and his/her classmates, to reduce social and self-stigma and inform about mental illness. If symptoms do not subside and the suffering child or adolescent fails to reintegrate within his/her school environment, cognitive–behavioral interventions are recommended that are individual, group, or computer-based. When needed, these should be implemented with individualized pharmacotherapy.

Background: Patient identification is considered as a fundamental part of the care process and a relevant resource for safety practices in hospital settings. Objective: We aimed to review the literature on interventions to reduce patient identification errors in hospital settings. Methods: A systematic review of effectiveness using The Joanna Briggs Institute (JBI) methodology was conducted. A three-step search strategy was utilised to explore primary research published up to March 2020 in English, Spanish, and Portuguese across eight databases. Grey literature was also assessed. The titles and abstracts of the studies were screened for assessment of the inclusion criteria. Two reviewers independently appraised the full text of the selected studies and extracted data using standardised tools from JBI. Due to the heterogeneity of studies and insufficient data for statistical pooling, meta-analysis was not feasible. Therefore, the results were synthesised narratively. Results: Twelve studies met the review criteria; all were rated at a moderate risk of bias and four different groups of interventions were identified: educational staff interventions alone and those combined with a partnership with families and patients through education; and information technology interventions alone, and combined with an educational staff strategy. Although most studies showed a statistically significant reduction in patient identification errors, the overall quality of the evidence was considered very low. Conclusion: High-quality research is needed to understand the real impact of interventions to reduce patient identification errors. Nurses should recognise the importance of patient identification practices as a part of their overall commitment to improving patient safety. PROSPERO Registration Number: CRD42018085236

This study aims to determine the application, implementation and role of digital literacy in the blended learning model of PGMI students. The research method is qualitative, using descriptive research. His research background is in one of the private universities in Bangil, namely STAIPANA Bangil, especially students of PGMI semester I and semester V. As for the results of the research, in its application there are three things that need to be considered, namely: digital competence, application of digital competence in the context of the blended learning model, and digital transformation. In addition, its implementation requires educational staff to provide information, guide students or students, provide training and conduct assessments in the digital literacy process in the blended learning model. So that its role is to provide motivation so that the enthusiasm for learning follows the online and offline learning process, increase the digital abilities of students, open a wide discussion space, increase digital literacy skills, increase student soft skills, increase the national literacy movement and increase the ability to interact at the same time without obstructed by distance and space. Keywords: Digital Literacy, Blended Learning

Sumbawa University of Technology certainly has goals that must be achieved. The study of the psychology of engineering workspace in order to increase the work motivation of educational staff is expected to open the door to achieve this goal. This research was conducted to determine the effect of the psychology of engineering workspace on the work motivation of education staff at the Sumbawa University of Technology by using descriptive quantitative research. The sampling of this research used random sampling technique, obtained as many as 40 samples of education staff from the Sumbawa University of Technology. The research data was obtained using the psychology scale of work layout engineering and work motivation scale. The results showed that there was an influence of the psychology of work layout engineering on the work motivation of the Sumbawa Technology University Education Staff with a significance value (Sig.) of 0.035 (<0.05), obtained R value is 0.334 and R Square value is 0.112. Where the value of R shows the value of the correlation coefficient or the value of the psychological relationship between work layout engineering and work motivation of 0.334, based on the correlation coefficient table, this value is included in the low category, so that the contribution of the influence (R Square) of workspace engineering psychology in increasing work motivation education is only 11.2%, while the other 88.8% is influenced by other variables that are not examined in this study.