The issue of policy changes to support teacher professional development is an important factor shaping the career trajectory, efficacy, and ultimately the success of Junior Reserve Officer Training Corps (JROTC) instructors and the performance of the secondary students they serve and whose lives they affect. Although a rich body of research associated with policies regarding teacher preparation and professional development exists, a more closely related area of research focused specifically on the policies regarding preparation and professional development of JROTC instructors is limited. This lack of research presents a unique opportunity to explore the experiences of JROTC instructors and their perspectives on policies affecting teacher preparation and professional development. This qualitative exploratory single-case study can help to advance understanding of the complexities and nuances of teacher preparation and professional development policies supporting the JROTC instructors serving in high schools across the United States and overseas. One-on-one interviews with 14 JROTC personnel who had completed required teacher preparation requirements and professional development initiatives were conducted. Data analysis revealed 11 themes. Recommendations for improving policies concerning JROTC instructor preparation and professional development, including placing greater emphasis on the unique requirements, as well as suggestions for future research, are provided.

The aim of this paper is to introduce a research project dedicated to identifying gaps in green skills by using the labor market intelligence. Labor Market Intelligence (LMI). The method is primarily descriptive and conceptual, as the authors of this paper intend to develop a theoretical background and justify the planned research using Natural Language Processing (NLP) techniques. This research highlights the role of LMI as a tool for analysis of the green skills gaps and related imbalances. Due to the growing demand for eco-friendly solutions, there arises a need for the identification of green skills. As societies shift towards eco-friendly economic models, changes lead to emerging skill gaps. This study provides an alternative approach for identification of these gaps based on analysis of online job vacancies and online profiles of job seekers. These gaps are contextualized within roles that businesses find difficult to fill due to a lack of requisite green skills. The idea of skill intelligence is to blend various sources of information in order to overcome the information gap related to the identification of supply side factors, demand side factors and their interactions. The outcomes emphasize the urgency of policy interventions, especially in anticipating roles emerging from the green transition, necessitating educational reforms. As the green movement redefines the economy, proactive strategies to bridge green skill gaps are essential. This research offers a blueprint for policymakers and educators to bolster the workforce in readiness for a sustainable future. This article proposes a solution to the quantitative and qualitative mismatches in the green labor market.

The role of trace gases in the storage of heat in the atmosphere of the Earth and in the exchange of energy between the atmosphere and outer space is discussed. The molar heat capacities of the trace gases water vapor, carbon dioxide and methane are only slightly higher than those of nitrogen and oxygen. The contribution of trace gases carbon dioxide and methane to heat storage is negligible. Water vapor, with its higher concentration and conversion energies, contributes significantly to the heat storage in the atmosphere. Most of the heat in the Earth’s atmosphere is stored in nitrogen and oxygen, the main components of the atmosphere. The trace gases act as converters of infrared radiation into heat and vice versa. They are receivers and transmitters in the exchange of energy with outer space. The radiation towards space is favored compared to the reflection towards the surface of the Earth with increasing altitude by decreasing the density of the atmosphere and condensation of water vapor. Predictions of the development of the climate over a century by extrapolation are critically assessed.

A significant cohort of Southeast Asian women in Taiwan, having married locals, constitutes a disadvantaged group entangled in the issues of gender, marriage migration, and social class. The lack of human capital, social discrimination and urgent personal economic demands have caused immigrant women in Taiwan to become a source of inexpensive labor in the labor market, they usually prioritize vocational training for employment. Furthermore, the rapidly growing elderly population has resulted in a severe shortage of quality care services in Taiwan. Despite Taiwanese government training for immigrant women, diverse sociocultural factors hinder them from pursuing caregiving professions. Therefore, this study aimed to investigate the effects of care service attendant (CSA) training based on culturally responsive pedagogy (CRP) and design thinking (DT) for immigrant women in Taiwan. Nine Vietnamese and Indonesian immigrant women in Taiwan attended and completed the training. The CSA training comprised core academic modules and practicum modules and was conducted in groups for 170 h over 5 weeks. This study employed a qualitative research approach, gathering data through interviews, observation, and document analysis. The results revealed that CSA training based on CRP and DT was effective in improving immigrant women’s satisfaction with training and their rate of employment as CSAs. Specifically, in addition to basic care service professionalism, the female immigrant trainees developed proactive attitudes toward problem-solving. Moreover, the integration of Taiwanese culture and frequent communication in the training facilitated the self-confidence of these trainees. In the workplace, these female immigrant CSAs’ commitment to meeting clients’ needs and innovating their service boosted the clients’ appreciation and their own cultural competency and empowerment. Overall, this study suggests that the application of CRP and DT in CSA training is a promising way of enhancing the workforce capacity of female immigrant CSAs and has value for low-skilled adult trainees. However, structuring the learning processes clearly and involving instructors with multicultural education and DT education competency are critical to implementing such vocational training.

In Ghana, youth unemployment remains significant challenges, with technical and vocational education and training (TVET) emerging as a potential solution to equip young people with practical skills for the job market. However, the uptake of TVET programmes among Ghanaian youth remains low, particularly among females. This study therefore explores the determinants that influence TVET choices among Ghanaian youth, with the goal of informing policy development to enhance participation in vocational education. Applying an enhanced multinomial logistic regression (MLR) model, this research examines the influence of socio-economic, demographic, and attitudinal factors on career decisions. The enhanced model accounts for class imbalances in the dataset and improves classification accuracy, making it a robust tool for understanding the drivers behind TVET choices. A sample of 1600 Ghanaian youth engaged in vocational careers was used, ensuring diverse representation of the population. Key findings reveal that males are approximately three times more likely to choose TVET programs than females, despite females making up 50.13% of Ghana’s population. Specific determinants influencing TVET choices include financial constraints, parental influence, peer influence, teacher influence, self-motivation, and vocational limitations. In regions with limited vocational options, youth often pursue careers based on availability rather than preference, which highlights a gap in vocational opportunities. Parental and teacher influences were found to play a dominant role in steering youth towards specific careers. The study concludes with recommendations for policymakers, instructors, and stakeholders to increase the accessibility, relevance, and quality of TVET programmes to meet the socio-economic needs of Ghanaian youth.