Hasil untuk "Vocational guidance. Career development"

Vinay Kathiriya, Saurabh Kumar, Shashi Ranjan Kumar

This paper addresses the three-dimensional path-following guidance problem for unmanned aerial vehicles under explicit actuator constraints. Unlike conventional approaches that assume unbounded control inputs or handle saturation heuristically, the proposed method incorporates bounded lateral acceleration directly into the guidance design. A nonlinear guidance framework is developed employing a nested saturation-based control technique. The proposed guidance strategy guarantees bounded control inputs while ensuring exponential convergence of cross-track errors to zero. The formulation is applicable to general smooth paths and is systematically extended from planar to three-dimensional scenarios using a path-tangent coordinate framework. Rigorous stability analysis based on Lyapunov theory establishes convergence and feasibility properties of the closed-loop system. Numerical simulations on representative paths, including straight-line, circular, and sinusoidal paths, demonstrate that the proposed method achieves superior tracking performance, reduced control effort, and robustness against disturbances compared to existing guidance laws. The simplicity of the design and its compatibility with practical actuator limits make it suitable for real-world UAV applications.

سیده نجمه قادری, اسمعیل اسدپور, عبدالرحیم کسائی اصفهانی

مقدمه: هدف پژوهش پیش بینی رضایت شغلی معلمان بر اساس تاب آوری، خودکارآمدی شغلی و جو سازمانی بود. روش: این پژوهش توصیفی-همبستگی بود. جامعه آماری معلمان مقطع ابتدایی شهرستان قدس بودند که بر اساس اطلاعات حراست آموزش و پرورش 950 نفر است. نمونه با استفاده از جدول مورگان 274 نفر انتخاب شد. جهت جمع اوری داده‌ها از پرسشنامه رضایت شغلی مینه سوتا (1967)، پرسشنامه تاب آوری کونور و دویدسون (2003)، پرسشنامه خوکارآمدی شغلی ریگز و نایت (1994) و پرسشنامه جو سازمان هالپین و کرافت (1986) استفاده شد.یافته ها: تحلیل رگرسیون چندگانه نشان داد که جو سازمانی با 34 درصد و تاب آوری با 35 درصد می‏توانند شاخص رضایت شغلی را پیش بینی کنند. از سوی دیگر با استفاده از ضریب همبستگی پیرسون مشخص شد که بین متغیرهای رضایت شغلی و جو سازمانی (463/0=r) و تاب آوری (464/0=r) رابطه معناداری وجود دارد. نتیجه گیری: یافته‏های پژوهش نشان داد که خودکارآمدی شغلی نقشی در پیش بینی رضایت شغلی ندارد اما جو سازمانی و تاب آوری توان پیش بینی رضایت شغلی معلمان را دارند. با توجه به نتایج به مشاوران شغلی پیشنهاد می‏گردد به مراجعان شغلی خود، آگاهی لازم از تاثیرگذاری تاب آوری بر رضایت شغلی، داده شود.

Jan-Hendrik Arling, Alexander Burgman, Christina Dimitriadi et al.

This document, written by early career researchers (ECRs) in particle physics, aims to represent the perspectives of the European ECR community and serves as input for the 2025--2026 update of the European Strategy for Particle Physics. With input from a community-wide survey, it highlights key challenges faced by ECRs -- career stability, funding access and long-term research opportunities -- while proposing policy recommendations and targeted initiatives. It underscores the importance of practices fostering diverse, equitable, inclusive and healthy workplaces, as well as of stronger ECR communities, and highlights how effective communication and interdisciplinary collaborations reinforce the societal relevance of particle physics and promote continued support for large-scale and long-term projects. Finally, the future of both collider and beyond-collider experiments is addressed, emphasising the critical role of ECRs in shaping future projects. The ECR contribution is formed of two parts: the ten-page executive summary submitted as input to the European Strategy for Particle Physics Update and, as backup document, this extended white paper providing additional context.

Orvila Sarker, Mona Jamshaid, M. Ali Babar

Research has highlighted the valuable contributions of autistic individuals in the Information and Communication Technology (ICT) sector, particularly in areas such as software development, testing, and cybersecurity. Their strengths in information processing, attention to detail, innovative thinking, and commitment to high-quality outcomes in the ICT domain are well-documented. However, despite their potential, autistic individuals often face barriers in Software Engineering (SE) roles due to a lack of personalised tools, complex work environments, non-inclusive recruitment practices, limited co-worker support, challenging social dynamics and so on. Motivated by the ethical framework of the neurodiversity movement and the success of pioneering initiatives like the Dandelion program, corporate Diversity, Equity, and Inclusion (DEI) in the ICT sector has increasingly focused on autistic talent. This movement fundamentally reframes challenges not as individual deficits but as failures of environments designed for a neurotypical majority. Despite this progress, there is no synthesis of knowledge reporting the full pathway from software engineering education through to sustainable workplace inclusion. To address this, we conducted a Systematic Review of 30 studies and identified 18 success factors grouped into four thematic categories: (1) Software Engineering Education, (2) Career and Employment Training, (3) Work Environment, and (4) Tools and Assistive Technologies. Our findings offer evidence-based recommendations for educational institutions, employers, organisations, and tool developers to enhance the inclusion of autistic individuals in SE. These include strategies for inclusive meeting and collaboration practices, accessible and structured work environments, clear role and responsibility definitions, and the provision of tailored workplace accommodations.

Shomir Wilson

Computing faculty at research universities are often expected to guide the work of undergraduate and graduate student researchers. This guidance is typically called advising or mentoring, but these terms belie the complexity of the relationship, which includes several related but distinct roles. I examine the guidance of student researchers in computing (abbreviated to research guidance or guidance throughout) within a facet framework, creating an inventory of roles that faculty members can hold. By expanding and disambiguating the language of guidance, this approach reveals the full breadth of faculty responsibilities toward student researchers, and it facilitates discussing conflicts between those responsibilities. Additionally, the facet framework permits greater flexibility for students seeking guidance, allowing them a robust support network without implying inadequacy in an individual faculty member's skills. I further argue that an over-reliance on singular terms like advising or mentoring for the guidance of student researchers obscures the full scope of faculty responsibilities and interferes with improvement of those as skills. Finally, I provide suggestions for how the facet framework can be utilized by faculty and institutions, and how parts of it can be discussed with students for their benefit.

Anthony Brown

Background: In South African higher education, LGBTQ+-identifying educators often navigate heteronormative and cisnormative spaces that marginalise their identities. Self-disclosure by LGBTQ+ educators have the potential to disrupt these norms and foster inclusivity, but it also carries personal and professional risks. Objectives: This autoethnographic study explores the transformative potential and challenges of self-disclosure by LGBTQ+ educators in South African higher education, focusing on my experiences as a gay professor. Methods: The study employs an autoethnographic approach, drawing on my personal narratives, reflections and artefacts related to my experiences of self-disclosure in the classroom. The data were analysed using a thematic analysis approach, informed by critical and transgressive pedagogies and queer theory. Results: Disclosure about my sexual orientation confused students’ assumptions that I am heterosexual. It challenged their prejudices about LGBTQ+ identities. It also created opportunities for critical dialogue and fostered a more inclusive classroom environment. However, this article also reveals the institutional and social barriers that continue to marginalise LGBTQ+ voices in South African education. Conclusions: Self-disclosure by LGBTQ+ educators can be a transformative pedagogical tool for challenging oppressive norms and fostering social justice in education. However, it is a complex and risky process that requires institutional support and personal resilience. Contribution: The study highlights the need for further research on LGBTQ+ educators’ experiences and pedagogical practices in South Africa and beyond.

Steffen Dick, Christoph Bockisch, Harrie Passier et al.

Correctness is one of the more important criteria of qualitative software. However, it is often taught in isolation and most students consider it only as an afterthought. They also do not receive sufficient feedback on code quality and tests unless specified in the assignment. To improve this, we developed a procedural guidance that guides students to an implementation with appropriate tests. Furthermore, we have developed a toolkit that students can use to independently get individual feedback on their solution and the adequateness of their tests. A key instrument is a test coverage analysis which allows for teachers to customize the feedback with constructive instructions specific to the current assignment to improve a student's test suite. In this paper, we outline the procedural guidance, explain the working of the feedback toolkit and present a method for using the toolkit in conjunction with the different steps of the procedural guidance.

Alberto Garzás-Villar, Caspar Boersma, Alexis Derumigny et al.

The provision of robotic assistance during motor training has proven to be effective in enhancing motor learning in some healthy trainee groups as well as patients. Personalizing such robotic assistance can help further improve motor (re)learning outcomes and cater better to the trainee's needs and desires. However, the development of personalized haptic assistance is hindered by the lack of understanding of the link between the trainee's personality and the effects of haptic guidance during human-robot interaction. To address this gap, we ran an experiment with 42 healthy participants who trained with a robotic device to control a virtual pendulum to hit incoming targets either with or without haptic guidance. We found that certain personal traits affected how users adapt and interact with the guidance during training. In particular, those participants with an 'Achiever gaming style' performed better and applied lower interaction forces to the robotic device than the average participant as the training progressed. Conversely, participants with the 'Free spirit game style' increased the interaction force in the course of training. We also found an interaction between some personal characteristics and haptic guidance. Specifically, participants with a higher 'Transformation of challenge' trait exhibited poorer performance during training while receiving haptic guidance compared to an average participant receiving haptic guidance. Furthermore, individuals with an external Locus of Control tended to increase their interaction force with the device, deviating from the pattern observed in an average participant under the same guidance. These findings suggest that individual characteristics may play a crucial role in the effectiveness of haptic guidance training strategies.

Elham Peimani, Gurpreet Singh, Nisarg Mahyavanshi et al.

Retrieving semantically relevant documents in niche domains poses significant challenges for traditional TF-IDF-based systems, often resulting in low similarity scores and suboptimal retrieval performance. This paper addresses these challenges by introducing an iterative and semi-automated query refinement methodology tailored to Humber College's career services webpages. Initially, generic queries related to interview preparation yield low top-document similarities (approximately 0.2--0.3). To enhance retrieval effectiveness, we implement a two-fold approach: first, domain-aware query refinement by incorporating specialized terms such as resources-online-learning, student-online-services, and career-advising; second, the integration of structured educational descriptors like "online resume and interview improvement tools." Additionally, we automate the extraction of domain-specific keywords from top-ranked documents to suggest relevant terms for query expansion. Through experiments conducted on five baseline queries, our semi-automated iterative refinement process elevates the average top similarity score from approximately 0.18 to 0.42, marking a substantial improvement in retrieval performance. The implementation details, including reproducible code and experimental setups, are made available in our GitHub repositories \url{https://github.com/Elipei88/HumberChatbotBackend} and \url{https://github.com/Nisarg851/HumberChatbot}. We also discuss the limitations of our approach and propose future directions, including the integration of advanced neural retrieval models.

Xin Jin, Liaoruxing Zhang, Chenyu Fan et al.

Since the development of photography art, many so-called "templates" have been formed, namely visual styles summarized from a series of themed and stylized photography works. In this paper, we propose to analysize and and summarize these 'templates' in photography by learning composite templates of photography images. We present a framework for learning a hierarchical reconfigurable image template from photography images to learn and characterize the "templates" used in these photography images. Using this method, we measured the artistic quality of photography on the photos and conducted photography guidance. In addition, we also utilized the "templates" for guidance in several image generation tasks. Experimental results show that the learned templates can well describe the photography techniques and styles, whereas the proposed approach can assess the quality of photography images as human being does.

آمنه آورند, غلامرضا یاوری, حسین شعبانعلی فمی

پایدارسازی کسب‌وکارهای بخش کشاورزی یکی از مهم‌ترین شاخص‌های توسعه اقتصادی پایدار است. ازاین‌رو هدف این پژوهش واکاوی عوامل تأثیرگذار بر پایداری کسب‌وکارهای کشاورزی در استان گلستان می‌باشد. این تحقیق توصیفی- پیمایشی بوده و جامعۀ آماری آن را صاحبان کسب‌وکار‌های کشاورزی استان (124280 نفر) تشکیل دادند که با استفاده از نرم‌افزار G-Power تعداد 160 نمونه تعیین و با استفاده از روش نمونه‌گیری تصادفی ساده مورد مطالعه قرار گرفتند. ابزار گردآوری داده‌ها و سنجش تحقیق پرسشنامه محقق ساخته بود و روایی آن با نظر متخصصان و پایایی آن با محاسبه آلفای کرونباخ تأیید شد. تحلیل داده‌ها با استفاده از نرم‌افزار SmartPLS4 انجام شد. نتایج نشان داد شاخص اقتصادی- مالی با ضریب 322/0 و شاخص فردی و خانوادگی با ضریب 199/0 (عوامل درون‌سازمانی) به ترتیب بیشترین و کمترین تأثیر را بر پایداری کسب‌وکار داشتند. همچنین شاخص سیاسی- قانونی با ضریب 224/0 و شاخص مداخلات ترویجی با ضریب 203/0 (عوامل برون‌سازمانی) به ترتیب بیشترین و کمترین تأثیر را در پایداری کسب‌وکار داشتند. یافته‌ها حاکی از آن است که عوامل برون‌سازمانی نسبت به عوامل درون‌سازمانی تأثیر بیشتری بر پایداری کسب‌وکارهای کشاورزی دارند. بر مبنای نتایج پیشنهاد می‌شود دولت از طریق اصلاح و تقویت سیاست‌های خود، با اعمال رویه‌ها و سیستم‌های منعطف و رفع موانع قانونی، شرایط مساعدتری را در راستای پایداری کسب‌‌وکار کشاورزی فراهم نماید.

Erik Hagaseth Haug, Inger Beate Nylund, Nora Warhuus Samuelsen et al.

Exclusion from education, employment or training is a complex global challenge with major negative consequences for society and the individuals affected. Extant research on the services and interventions for helping individuals belonging to the not in education, employment or training (NEET) target group suggests that there is little evidence to support the efficacy of such services. Therefore, service innovation is needed to find new and better solutions. However, there has been little research on the extent to which service innovation is represented in the NEET literature. This article presents a systematic literature review based on the following question: What are the scope and characteristics of service innovations targeting NEETs in the research literature? The results show that the scope of research-based knowledge about service innovations is limited. Only 27 research articles and chapters matched the basic inclusion criteria of our literature review. The included articles revealed the following three main thematic areas related to the characteristics of service innovations: (1) co-creation in service development and service delivery, (2) new pedagogical approaches and (3) stimulating entrepreneurship activities. The results also show that there is an increasing focus on new forms of cross-sectoral collaboration to find novel ways of helping young people return to education and work. However, despite the importance of focusing on structural causes, most studies emphasise individual-oriented and relationship-building efforts. This article contributes to the literature by providing an overview and description of existing studies that deal with service innovation to meet the NEET challenge. Abstrakt Å være utenfor utdanning og arbeid er en global og kompleks utfordring, som har store negative konsekvenser for individene som rammes og for samfunnet. Tidligere forskning på ulike tjenester og tiltak rettet mot denne målgruppen, som ofte kalles NEETs, viser at det er ingen eller minimale effekter. Det er behov for tjenesteinnovasjon for å finne nye og mer treffsikre løsninger. I hvilken grad tidligere forskning på NEETs omhandler tjenesteinnovasjon er imidlertid lite utforsket. Denne artikkelen er basert på en systematisk litteraturgjennomgang, med utgangspunkt i følgende problemstilling: Hva er omfanget og kjennetegnene ved tjenesteinnovasjoner rettet mot NEETs i forskningslitteraturen? Resultatene viser at omfanget av forskningsbasert kunnskap om tjenesteinnovasjoner rettet mot målgruppen er begrenset. Kun 27 forskningsartikler og bokkapitler ble inkludert og deretter kategorisert ut fra tre hovedtemaer knyttet til formålene med tjenesteinnovasjoner: 1) samskaping i tjenesteutvikling og tjenesteyting 2) nye pedagogiske tilnærminger og 3) stimulering av entreprenørskapsaktiviteter. Resultatene viser at i innsatsen for å finne nye måter å hjelpe ungdommer tilbake til utdanning eller arbeid, fokuseres det i økende grad på etableringen av nye former for tverrsektorielt samarbeid. Til tross for viktigheten av å sette søkelys på strukturelle årsaker, vektlegger flertallet av studiene individ-orienterte og relasjonsbyggende innsatser. Artikkelen bidrar til forskningsfeltet ved å gi en oversikt og en beskrivelse av eksisterende studier som omhandler tjenesteinnovasjon for å møte denne samfunnsutfordringen.

زهرا کرانی

هدف این پژوهش بررسی نقش برخی از مهم‌ترین ویژگی‌های جمعیت‌شناختی و خودکارآمدی کارآفرینانه بر تمایل کارآفرینانه‌ی دانشجویان کشاورزی دانشگاه رازی کرمانشاه با کاربست دیدگاه مبتنی بر منابع بود (1439 =N). حجم نمونه با استفاده از فرمول کوکران، 178 نفر تعیین و با استفاده از روش نمونه‌گیری طبقه‌ای انتساب متناسب (بر اساس جنسیت) انتخاب شدند. ابزار گردآوری داده‌ها پرسشنامه‌ای محقق ساخته در سه بخش بود که روایی و پایایی آن به ترتیب از طریق محاسبه‌ی نسبت روایی محتوا (75/0 ≤ CVR) و ضریب آلفای کرونباخ تأیید شد (74/0 ≤ α). داده‌ها در محیط نرم‌افزارهای Excel 2013 و SPSS Ver.22 مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها نشان داد که علیرغم بالاتر بودن تمایل کارآفرینانه‌ی دانشجویان پسر نسبت به دختران، تفاوت معنی‌داری بین آنها وجود ندارد. اما این تفاوت بر اساس متغیرهای محل سکونت و وضعیت تأهل در سطح پنج درصد خطا معنی‌دار بود. برونداد آزمون تحلیل واریانس تک متغیره نشان داد که منابع مالی تأثیر معنی‌داری بر افزایش تمایل کارآفرینانه‌ی دانشجویان کشاورزی ندارد اما اثر تعاملی آن با خودکارآمدی کارآفرینانه، تأثیر معنی‌داری در سطح پنج درصد خطا بر تمایل کارآفرینانه‌ی دانشجویان دارد. به عبارت دیگر، با افزایش هم‌زمان سطح خودکارآمدی کارآفرینانه‌ی دانشجویان و منابع مالی آنها تمایل کارآفرینانه‌ی آنان نیز به‌طور معنی‌داری بهبود می‌یابد.

Andrea Esposito, Miriana Calvano, Antonio Curci et al.

In recent years, Artificial Intelligence has become more and more relevant in our society. Creating AI systems is almost always the prerogative of IT and AI experts. However, users may need to create intelligent solutions tailored to their specific needs. In this way, AI systems can be enhanced if new approaches are devised to allow non-technical users to be directly involved in the definition and personalization of AI technologies. End-User Development (EUD) can provide a solution to these problems, allowing people to create, customize, or adapt AI-based systems to their own needs. This paper presents a systematic literature review that aims to shed the light on the current landscape of EUD for AI systems, i.e., how users, even without skills in AI and/or programming, can customize the AI behavior to their needs. This study also discusses the current challenges of EUD for AI, the potential benefits, and the future implications of integrating EUD into the overall AI development process.

Bram Wallace, Akash Gokul, Stefano Ermon et al.

Classifier guidance -- using the gradients of an image classifier to steer the generations of a diffusion model -- has the potential to dramatically expand the creative control over image generation and editing. However, currently classifier guidance requires either training new noise-aware models to obtain accurate gradients or using a one-step denoising approximation of the final generation, which leads to misaligned gradients and sub-optimal control. We highlight this approximation's shortcomings and propose a novel guidance method: Direct Optimization of Diffusion Latents (DOODL), which enables plug-and-play guidance by optimizing diffusion latents w.r.t. the gradients of a pre-trained classifier on the true generated pixels, using an invertible diffusion process to achieve memory-efficient backpropagation. Showcasing the potential of more precise guidance, DOODL outperforms one-step classifier guidance on computational and human evaluation metrics across different forms of guidance: using CLIP guidance to improve generations of complex prompts from DrawBench, using fine-grained visual classifiers to expand the vocabulary of Stable Diffusion, enabling image-conditioned generation with a CLIP visual encoder, and improving image aesthetics using an aesthetic scoring network. Code at https://github.com/salesforce/DOODL.

Editorial Office

No abstract available.

Maheshya Weerasinghe, Aaron Quigley, Klen Čopič Pucihar et al.

Experiential learning (ExL) is the process of learning through experience or more specifically "learning through reflection on doing". In this paper, we propose a simulation of these experiences, in Augmented Reality (AR), addressing the problem of language learning. Such systems provide an excellent setting to support "adaptive guidance", in a digital form, within a real environment. Adaptive guidance allows the instructions and learning content to be customised for the individual learner, thus creating a unique learning experience. We developed an adaptive guidance AR system for language learning, we call Arigatō (Augmented Reality Instructional Guidance & Tailored Omniverse), which offers immediate assistance, resources specific to the learner's needs, manipulation of these resources, and relevant feedback. Considering guidance, we employ this prototype to investigate the effect of the amount of guidance (fixed vs. adaptive-amount) and the type of guidance (fixed vs. adaptive-associations) on the engagement and consequently the learning outcomes of language learning in an AR environment. The results for the amount of guidance show that compared to the adaptive-amount, the fixed-amount of guidance group scored better in the immediate and delayed (after 7 days) recall tests. However, this group also invested a significantly higher mental effort to complete the task. The results for the type of guidance show that the adaptive-associations group outperforms the fixed-associations group in the immediate, delayed (after 7 days) recall tests, and learning efficiency. The adaptive-associations group also showed significantly lower mental effort and spent less time to complete the task.

Ran Tu, Junshi Xu

Ecodriving guidance includes courses or suggestions for human drivers to improve driving behaviour, reducing energy use and emissions. This paper presents a systematic review of existing eco-driving guidance studies and identifies challenges to tackle in the future. A standard agreement on the guidance design has not been reached, leading to difficulties in designing and implementing eco-driving guidance for human drivers. Both static and dynamic guidance systems have a great variety of guidance results. In addition, the influencing factors, such as the suggestion content, the displaying methods, and drivers socio-demographic characteristics, have opposite effects on the guidance result across studies, while the reason has not been revealed. Drivers motivation to practice eco behaviour, especially long-term, is overlooked. Besides, the relationship between users acceptance and system effectiveness is still unclear. Adaptive driving suggestions based on drivers habits can improve the effectiveness, while this field is under investigation.

Sanna Toiviainen, Kristiina Brunila

In this paper, we examined how EU-initiated ‘integrated approach’ to youth social exclusion is manifested in local contexts and in the ways in which youth problems and solutions come to be defined in particular schemes of thought. Inspired by assemblage theory we looked at local multi-professional youth guidance networks as assemblages consisting of multiple organisations, interests, steering, discourses, and knowledge formations. In this article we were especially interested in seeing which ‘lines’, understood as trajectories of assemblage components, produce both ‘problems’ and ‘solutions’ for seemingly complex life situations of young people considered at risk. This article is based on the analysis of interview data produced in the context of an ongoing Academy of Finland project Interrupting Youth Support Systems in the Ethos of Vulnerability (2017–2021) exploring cross-sectoral policies and practices of youth support systems in the ethos of vulnerability. Based on our analysis, the new assemblages framing multi-professional guidance and support have given rise to more precise neoliberal governing mechanisms that we have named precision guidance. Precision guidance focuses on young people’s vulnerability, resilience and future potentiality while leaving societal and structural problems largely unaddressed.

Indira Pillay

Background: South African youth in poor and rural communities have faced serious challenges, and the coronavirus disease 2019 (COVID-19) has worsened their situation. The odds are stacked against them as they try to obtain an education, and eventually a career. Many students struggle to complete their studies amidst the pressure of the pandemic, and concerns over career possibilities weigh heavily on their shoulders. Objectives: The need for this research is to highlight the challenges faced by youth within the education system. It is also to explore the failings of the South African government and its education sector. Method: A brief overview of the current and historical literature was conducted. Relevant literature was reviewed and critically analysed. Results: Eight major themes emerged from the literature surveyed. These included access to education, difficulties faced by girls, racism, infrastructure problems in poor and rural schools, child-headed households, education during COVID-19, food security and the absence of career guidance in low-income schools. Conclusion: In light of South Africa’s difficult history, and the fact that it is 27 years after the fall of apartheid, the state of South Africa’s education system is not conducive to education and promoting career development in young people. More attention needs to be given to education in poorer communities, and government needs to be held accountable.