Problem: in recent years, new studies have been published on biological effects of strong static magnetic fields and on thermal effects of high-frequency electromagnetic fields as used in magnetic resonance imaging (MRI). Many of these studies have not yet been incorporated into current safety recommendations. Method: scientific publications from 2010 onwards on the biological effects of static and electromagnetic fields of MRI were searched and evaluated. Results: new studies confirm older work that has already described effects of static magnetic fields on sensory organs and the central nervous system accompanied by sensory perception. A new result is the direct effect of Lorentz forces on ionic currents in the semicircular canals of the vestibular organ. Recent studies on thermal effects of radiofrequency fields focused on the development of anatomically realistic body models and more accurate simulation of exposure scenarios. Recommendation for practice: strong static magnetic fields can cause unpleasant perceptions, especially dizziness. In addition, they can impair the performance of the medical personnel and thus potentially endanger patient safety. As a precaution, medical personnel should move slowly in the field gradient. High-frequency electromagnetic fields cause tissues and organs to heat up in patients. This must be taken into account in particular for patients with impaired thermoregulation as well as for pregnant women and newborns; exposure in these cases must be kept as low as possible.

This study empirically examines the complex relationship between materialism and economic motivation, proposing an inverted U-shaped relationship. The research analyzes three dimensions of materialism: happiness pursuit, social recognition, and uniqueness, and their impact on economic motivation. The findings suggest that materialism, when balanced, positively influences economic motivation without causing adverse effects. This relationship remains consistent across demographic characteristics and life satisfaction levels, challenging the traditional negative view of materialism. The implications of these findings extend to marketing strategies, policy design, and infrastructure development, offering actionable insights for real-world contexts. This research underscores the importance of balancing materialistic values to foster sustainable economic growth and well-being.

This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.