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This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

The study aims to identify the key advantages/enablers and disadvantages/barriers of augmented reality (AR) implementation in education through existing reviews. It also examines whether these factors differ across educational domains.

This study conducted a systematic review of reviews to synthesize evidence on the barriers and enablers influencing AR adoption in education. Searches were performed across five databases, with 27 reviews meeting the inclusion criteria. Data extraction and quality assessment were completed. Content analysis was conducted using the AR adoption factor model and consolidated framework for implementation research.

The findings reveal several enablers such as pedagogical benefits, skill development and engagement. Equally, multiple barriers were identified, including high costs, technical issues, curriculum design challenges and negative attitudes. Interestingly, duality emerged, whereby some factors served as both barriers and enablers depending on the educational context.

This review contributes a novel synthesis of the complex individual, organizational and technological factors influencing AR adoption in education across diverse domains. The identification of duality factors provides nuanced understanding of the multifaceted dynamics shaping AR integration over time. The findings can assist educators in tailoring context-sensitive AR implementation strategies to maximize benefits and minimize drawbacks. Further research should explore duality factors and their interrelationships in AR adoption.

Science and technology are transforming our world in ways that have not been seen in a long time, and we live in a rapidly changing world. Despite these changes, as citizens of today, we must not lose sight of the reality that these changes even cause crises that must be managed in order to place ourselves in a true working environment that allows us to survive as employees despite these changes. The main objective of this research is to find the relationship between interpersonal competences and teacher performance in a sustainable university. The methodology used was the quantitative, nonexperimental approach, as the variables will not be deliberately manipulated. In order to verify whether or not there was a relationship between these variables, 84 teachers from the Universidad Nacional Santiago Antunez de Mayolo were surveyed to evaluate the variables under study. The results obtained show a direct and significant relationship (Spearman's Rho = 0.731) between the two variables. Through this research, it was possible to determine that teachers who have developed interpersonal competences have a better performance, while in the relationships between interpersonal competences and the dimensions of teacher performance, a positive correlation was obtained.

The construction industry is an industry which has gained notoriety when it comes to both physical and mental health problems. Compared to other industries, the construction sector has a higher prevalence of many stressors and mental health concerns. This calls for mechanisms to cope with these concerns. One coping mechanism propounded to help cope and adapt in the face of pressures and challenges is “Mental Toughness (MT)”. While mental toughness has been widely studied in various fields, there is a paucity of comprehensive research examining its significance among construction professionals. Thus, the motivation of this study is to establish the mental toughness characteristics among construction professionals in Ghana.

The construction industry is an industry which has gained notoriety when it comes to both physical and mental health problems. Compared to other industries, the construction sector has a higher prevalence of mental health concerns. One coping mechanism propounded to help cope and adapt in the face of pressures and challenges is “Mental Toughness (MT)”. While mental toughness has been widely studied in various fields, there is a paucity of comprehensive research examining its significance among construction professionals. Thus, the motivation of this study is to establish the mental toughness characteristics among construction professionals.

the study's findings revealed 13-factor model characteristics of mental toughness with 43 variables for mentally tough performers in the construction environment. These 13-factor models include Pressure Management (PM), Motivation (M), Emotional Intelligence (EI), Interpersonal self-belief (SB), Tough Attitude (TA), Job-related self-belief (SBB), Ethical Values (EV), Commitment (C), Focus (F), Optimism (OP), Expertise and Competence (EC), Imagery Control (IC) and Resilient (R).

The outcome of this study has significant practical implications for various stakeholders. For construction professionals the identified factors provide valuable insights into the psychological attributes and behaviours that contribute to mental toughness among construction professionals. Understanding these characteristics can empower professionals to develop strategies for coping with stress, maintaining focus, and fostering resilience in challenging construction environments to achieve optimum performance levels consistently.

The originality of this study's findings stems from the fact that it is among the first to provide greater insight into mental toughness characteristics considered by professionals (quantity surveyors, construction managers, engineers, project managers, architects, estate managers) in the construction industry.

This beginning chapter offers a comprehensive overview of community development, tracing its historical roots and societal implications. It underscores community development’s role in fostering social cohesion and positive change. Beginning with its foundational principles of collective action, participation, and empowerment, the chapter delves into its evolution in response to industrialization and urbanization. It explores diverse scales, contexts, tools, and strategies used in community development and its broader societal impact. The chapter advocates for inclusivity and active engagement of community members, emphasizing tailored solutions that address unique challenges. It acknowledges complexities like ethical dilemmas, power imbalances, and cultural sensitivities, underscoring the importance of integrity and local context understanding in community development.

This study aims to examine how couplepreneurs foster an entrepreneurial mindset in their kids.

A qualitative research approach with semi-structured interviews was used as the data collection technique. Narrative analysis was conducted on a sample of 20 couplepreneurs in Mthatha, South Africa.

Narratives of how couplepreneurs foster an entrepreneurial mindset in their kids included purchasing toys and games for kids that encourage entrepreneurship; competition and team activities among kids that are related to entrepreneurship; the piggy bank; encouraging kids to read entrepreneurial books; and kid entrepreneur showcases.

Sample size challenges are a notable limitation, including research being conducted in only one province of South Africa. Caution is advised when attempting to generalise the results to other contexts.

Understanding the strategies used by couplepreneurs to instil an entrepreneurial mindset in children can help parents to influence and encourage their children's entrepreneurial growth, resulting in more creative and innovative people who make a positive contribution to society, economy and the community.

While there is a body of literature on couple entrepreneurship, there are shortcomings in studies examining how coupleprenuers in African countries instil an entrepreneurial mindset in their children. As a result, this study aims to complement the current corpus of African literature on entrepreneurship, particularly in the context of South Africa.

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.

The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).

The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.

This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

Front-line lean leadership is critical for implementing and sustaining lean production systems (LPS). The purpose of this paper is to analyze the relationships between front-line lean leader (FLL) capacities (cognitive, social, motivational, knowledge and experience), lean leader practices (developing people and supporting daily kaizen) and the degree of implementation of lean tools (pull system, involvement of employees and process control) in manufacturing companies.

A survey was conducted with FLLs from large Brazilian manufacturing companies. The survey collected 103 responses, 99 of which were validated. Data were analyzed using partial least squares structural equation modeling.

There was a positive, significant and direct relationship between FLL capacities, leadership practices and a degree of implementation of LPS tools on the shop floor. The validated model is a reference base for planning FLL capacities and practices that result in more effectively implementing LPS on the shop floor.

The findings provide managers with a new perspective on the importance of the development and training of FLLs focusing on leadership capacities. As decisions about developing lean capabilities impact the application of Lean leadership practices and the use of lean tools, they are also related to day-to-day lean activities and improved operational results. Additionally, the proposed model can be used by managers as a basis to diagnose, develop and select lean leaders.

This study seeks to fill a theoretical gap of knowledge on front-line lean leadership as it jointly addresses and empirically analyzes the existing relationships between lean leadership capacities, encompassing the perspective of psychology, lean practices and tools on the shop floor.