Clustering technics, like k-means and its extended version, fuzzy c-means clustering (FCM) are useful tools for identifying typical behaviours based on various attitudes and responses to well-formulated questionnaires, such as among forensic populations. As more or less standard questionnaires for analyzing aggressive attitudes do exist in the literature, the application of these clustering methods seems to be rather straightforward. Especially, fuzzy clustering may lead to new recognitions, as human behaviour and communication are full of uncertainties, which often do not have a probabilistic nature. In this paper, the cluster analysis of a closed forensic (inmate) population will be presented. The goal of this study was by applying fuzzy c-means clustering to facilitate the wider possibilities of analysis of aggressive behaviour which is treated as a heterogeneous construct resulting in two main phenotypes, premeditated and impulsive aggression. Understanding motives of aggression helps reconstruct possible events, sequences of events and scenarios related to a certain crime, and ultimately, to prevent further crimes from happening.

Considering the need to adopt more sustainable agricultural systems, it is important that sweet potato breeding programs seek to increase not only root productivity, but also the productivity and quality of branches for silage production. The objective was to evaluate the genetic divergence and the importance of traits associated with the production and quality of branch silage in sweet potato genotypes. The experiment was conducted on the JK Campus of the Federal University of Vales do Jequitinhonha and Mucuri Valleys in a randomized block design with 12 treatments and four repetitions. Twelve characteristics of branches and silage were evaluated. There was genetic variability between the genotypes, making it possible to select parents divergent for future breeding programs for silage production. The genotypes BD-54 and BD-31TO were the most divergent in relation to the others, being indicated its use in crossbreeding aiming the improvement of the culture for silage, once the high performance per se of all genotypes evaluated has already been verified in previous works. The characteristics Na, TDN and NDF were those that most contributed to the divergence.

Lettuce (Lactuca sativa L.) is the main leafy vegetable grown in Brazil. Its productivity and quality are limited by the growing season, the nearby environment and the type of cultivar adopted. The objective of this work was to verify at different times of the year the best planting environment for lettuce cultivation in a semi-humid tropical climate. For this purpose, an experiment was set up in three different seasons (October–November 2014, January–March, May–July 2015). The experimental design was randomized blocks, in a 3 × 3 × 2 factorial arrangement, consisting of three seasons, three cultivars (cvs. Vera^®, Tainá^® and Rafaela^®) and two growing environments (low tunnel with beds protected with mulching consisting of soil protection with plastic fabric covering, and beds without protection or conventional cultivation) and four replicates per treatment. Plant biomass, stem length, head diameter, number of leaves per head and crop productivity were evaluated as response parameters. The results showed that the May–July period favored biomass production, head diameter and productivity. Despite the similarity between varieties, the variety Vera^® is more productive in biomass, number of leaves per head, stem length and productivity. The low tunnel planting system with mulching is adequate under the conditions evaluated for lettuce cultivation. This system in the May–July period favors a superior development in the characteristics biomass, head diameter and productivity, if compared to conventional cultivation during the October–November period.

The concept of output-oriented education has been introduced for many years in our country and has been widely used in the process of personnel training in Chinese universities. This paper discusses how the concept of Outcome Based Education can be fully integrated into the process of developing talents in an interdisciplinary and collaborative manner in the context of new engineering. We have made useful explorations in various aspects from curriculum system integration, online teaching resources construction, studio-style course organization mode, rich teaching project library to school-enterprise cooperation project practice, etc., which have improved students' learning effect.

The article addresses the issue of educational development policy in Ukraine: the main trends and ways, means, technologies of their implementation. It has been observed that educational policy is developing and changing under the influence of such factors as Russia’s military actions against our country, European integration and globalisation. It has been taken into account that globalisation trends in the world integration, according to which globalisation processes should be reflected not only in the foreign economic, political or technological spheres, but also, as a consequence, in the development of technologies for training future teachers. Integration of digital technologies in the educational process is one of the key tendencies in the modern educational policy in Ukraine. The characteristics of the most used technologies of augmented reality in the modern school of Ukraine have been outlined. The algorithm for displaying generalized information about a particular application was proposed, namely: payment, accessibility, language, system requirements; learning opportunities; practical value; website; video about the application. The model of the formation of future teachers’ skills to use augmented reality technologies in the process of natural sciences studying has been proposed. We consider it as a component of a holistic system of future teachers’ professional training. The conceptual basis for the development of the model is a multi-subject educational paradigm, which is considered to be open, self-developing and self-organizing, causing a fundamental change in the behavior and relationships of the educational process participants. The proposed model is implemented in the authors’ methodological system, which ensures the interconnected activities of all participants in the educational process. Its systemic factor is the goal of improving the quality of the future natural sciences teachers’ professional training by developing their skills in using AR technology. The end result is an increase in the level of future natural sciences teachers’ readiness to use AR technology in their professional activities.

The COVID-19 pandemic has shifted education from traditional in-person classes to remote, online-dependent learning, often resulting in reduced learning effectiveness and satisfaction due to limited face-to-face interaction. To address these challenges, interactive teaching strategies, such as the flipped classroom approach, have gained attention. The flipped classroom model emphasizes individual preparation outside class and collaborative learning during class time, relying heavily on in-person interactions. To adapt this method to remote learning, the Remote Flipped Classroom (RFC) integrates the flipped classroom approach with online learning, allowing flexibility while maintaining interactive opportunities. RFC has incorporated short films as teaching tools, leveraging their ability to contextualize knowledge and cater to the preferences of visually-driven younger learners. However, research on the effectiveness of RFC with films remains limited, particularly in fields like nursing education, where practical engagement is crucial. This article shares the practical experience of applying RFC with films in a nursing education context. Positive feedback was observed, though many students still expressed a preference for in-person classes. These insights suggest that strategies like RFC with films could be valuable in maintaining engagement and learning efficiency in remote classrooms.