The present study aimed to delineate subsurface features and identify prospective metallic mineral deposits in the Adıyaman-Besni area, situated within the Southeastern Anatolian Thrust Belt of Turkey. This region, characterized by ophiolitic mélanges and volcanic massive sulfide (VMS) deposits in its geological framework, possesses significant mineralization potential, encompassing copper, lead, and various other sulfide minerals. Utilizing the combined methodologies of Induced Polarization (IP) and Electrical Resistivity Tomography (ERT), a comprehensive electrical mapping of the subsurface structures was conducted, revealing that mineralized zones had low resistivity and high chargeability. The findings indicate that the combined use of IP and ERT techniques yields excellent precision in accurately delineating the features of sulfide mineralization and the peripheries of mineral deposits. This study offers fundamental data for the economic assessment of prospective mineral deposits in the Adıyaman-Besni region and underscores the benefits of IP and ERT techniques in subsurface mapping and mineralization delineation investigations. The mineralized zone has low resistivity (< 50 ohm-m) and strong chargeability (> 30 ms), according to geophysical tests. It also offers a methodological framework for subsequent mineral exploration research in analogous geological formations.

Taking learning as the basis, practice as the path, and competition as the promotion. In the process of coordination and unity of learning-practice-competition, it can promote students' learning motivation, strengthen students' practice motivation, and promote students' active performance in competition activities. Under the influence of positive self-efficacy performance, active sense of achievement, etc., it can promote students' interest and experience in sports activities, strengthen students' learning effects, and promote the active construction of high-quality sports classrooms in junior high schools. Next, this article will discuss the effective construction of a high-quality junior high school sports classroom under the background of the integration of "learning-practice-competition" based on its own junior high school physical education teaching practice.

In the evolving landscape of the 21st century, universities are at the forefront of re-imagining their infrastructural identity. This conceptual paper delves into the transformative shifts witnessed within university infrastructure, focusing on the harmonisation of tangible physical assets and the expanding world of digital evolution. As brick-and-mortar structures remain pivotal, integrating digital platforms rapidly redefines the academic landscape, optimising learning and administrative experiences. The modern learning paradigm, enriched by this symbiotic relationship, offers dynamic, flexible, and comprehensive educational encounters, thereby transcending traditional spatial and temporal constraints. Therefore, this paper accentuates the broader implications of this infrastructural metamorphosis, particularly its significant role in driving economic development. The synergistic effects of physical and digital infrastructures enhance academic excellence and position universities as key players in addressing and navigating global challenges, setting forth a resilient and forward-looking educational blueprint for the future. In conclusion, integrating physical and digital infrastructures within universities heralds a transformative era, shaping a holistic, adaptable, and enriched academic environment poised to meet 21st-century challenges. This study illuminates the symbiotic relationship between tangible university assets and digital innovations, offering insights into their collective impact on modern education and broader economic trajectories.

This study aims to identify factors related to the impact of social capital on happiness among multicultural families using the 2019 Community Health Survey, which represents the South Korean population. The study utilized data from the 2019 Korea Community Health Survey, and the study participants, aged 20 years or older, included 3524 members of multicultural families from a total of 229,099 adult households. The study found a significant difference in happiness scores across different age groups (t = 57.00, p < 0.01). Based on the median value of happiness, significant relationships were found with the independent variables: Physical Environment of Trust (t = −5.13, p < 0.001), Social Networks (t = −5.51, p < 0.001), and Social Participation (t = −5.47, p < 0.001). Happiness was found to have a positive correlation with the Physical Environment of Trust (r = 0.12, p < .001), Social Participation (r = 0.11, p < 0.001), and Social Network (r = 0.13, p ≤ 0.001). In contrast, Age (r = −0.13, p ≤ 0.001) and Stress (r = −0.14, p ≤ 0.001) showed negative correlations with happiness (r = 0.57, p < 0.001). The analysis identified a positive community physical environment (t = 3.85, p < 0.01), increased social networks (t = 4.27, p < 0.01), and higher social participation (t = 6.88, p < 0.01) as significant predictors of happiness. This model suggests that the explanation power is 15%, which is statistically significant (R² = 0.15, F = 57.72, p < 0.001). This study highlights the influence of social capital on the happiness of multicultural families living in Korea. Given the increasing number of multicultural families in the country, strategic interventions aimed at enhancing social networks and participation are necessary to promote their happiness.

In Ecuador, although regulations on curricular adaptations are clearly defined, Physical Education teachers face challenges at the micro-curricular level in adapting their classes to meet the needs of students with disabilities, specific learning difficulties, and vulnerable situations. The objective of this study was to analyze the presence and characteristics of specific curricular adaptations for Physical Education on a global scale. A scoping review was conducted following the PRISMA-ScR guidelines, covering studies from the Scopus database. A total of 112 articles were identified, and 16 that met the inclusion criteria were selected. These studies addressed curricular adaptations in Physical Education across five dimensions: teaching methodology, inclusive assessment, access to resources, accessible environments, and learning content, with a focus on students with disabilities. It was concluded that the combination of access adaptations, methodological strategies, and curricular content modifications enhances the inclusion and participation of students with disabilities. Interventions with these simultaneous adaptations achieved levels of satisfaction, self-efficacy, and holistic development, influenced by the geographical and cultural context.