The use of bioproducts, economically viable, are of extreme importance in the protection and stimulation of germination in vegetable crops. This work evaluated the effect of the microorganisms Azospirillum brasiliense, Bacillus sub-tilis, Trichoderma harzianum and the commercial seed treatment product (Fipronil + Pilaclostrobin and Methyl Thiophanate) on seeds and seedlings of lettuce (Lactuca sativa), carrot (Daucus carota) and tomato (Solanum lycopersicum). The seeds were inoculated before being submitted to the germination test. The chemical treatment proved ineffective in protecting the seed of all crops and stimulating germination. T. harzianum increased the germination index of lettuce seeds, had better values in root system size in tomato crop and stimulated radicle emission in carrot. B. subtilis stood out in dry matter accumulation in tomato crop. The microorganisms B. subtilis and T. harzianum present potential for vegetable seed treatment.

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.

This article summarizes the mine safety situation of the Internet of Things, proposes a mine safety system scheme that combines a sense of unity with a sense of isolation, and a sense of mobility with a sense of fixation. It analyzes in detail the feasibility and scientificity of the mine safety system scheme, laying a good foundation for establishing a mine safety system.

The Human Development Index, which accounts for both net foreign income and the total value of goods and services generated domestically, illustrates how income becomes less significant as Gross National Income (GNI) rises by using the logarithm of income. South Africa ranks 109th out of 189 countries in the Human Development Index (HDI) within the Brazil, Russia, India, China and South Africa (BRICS) economic bloc, raising long-term sustainability concerns. The study explores the relationship between economic, demography, policy indicators and human development in South Africa. South Africa’s unique status as a developing country within the BRICS economic group, alongside its lengthy history of racial discrimination, calls for a sophisticated approach to understanding Human Development. Existing research considered economic, demography, policy indicators independently; the gap of understanding their interconnection and long-term effects in the South African contexts exists. The study addresses the gap by using Autoregressive-Distributed Lag (ARDL) approach to investigate the short-term and the long-term relationship between economic, demography, policy indicators and human development in South Africa. By discovering these links, the study hopes to provide useful insights for policymakers seeking to promote sustainable human development in South Africa. The findings indicate that growth in GDP is a key factor in the HDI since it shows that there are more financial resources available for human development. By discovering these links, the study hopes to provide useful insights for policymakers seeking to promote sustainable human development in South Africa.

Earnings disparities in South Africa, and specifically the Eastern Cape region are influenced by a complex interplay of historical, socio-economic, and demographic factors. Despite significant progress since the end of apartheid, persistent disparities in earnings continue to raise questions about the effectiveness of policies aimed at reducing inequality and promoting equitable social system. Individual-level dataset from the 2021 South African general household survey were subjected to exploratory analysis, while Heckman selection model was used to investigate the determinants of earnings disparities in the study area. The results showed that majority of the population are not working for a wage, commission or salary, which also pointed to the gravity of unemployment situation in the area of study. Most of the working population (both male and female) are lowest earners (R ≤ 10,000), and this also cuts across all age-group categories. Majority of working population have no formal education, are drop out, or have less than grade-12 certificate, and very few working populations with higher education status were found in the moderate and relatively high earnings categories. While many of the working population are engaged in the informal sector, those in the formal sector are in the lowest earners group. Compared to any other race, the Black African group constituted the majority of non-wage earners, and most in this group were found in the lowest earners group. Some of the working population who were beneficiaries of social grants and medical aids scheme were found in the lowest, low, and moderate earnings categories. The findings significantly isolated the earnings-effect of age, marital status, gender, race, education, geographic indicators, employment sector, and index of health conditions and disabilities. The study recommends interventions addressing racial, gender, and geographic wage gaps, while also emphasizing the importance of equitable access to education, health infrastructure, and skills development.

This article aims to explore the training model of preschool physical education teachers based on the theory of "space, capital, and habits". Preschool physical education plays an important role in the development of children's physical fitness and cognitive abilities. This article first introduces the theory of "space, capital, and habits", including its definition and core concepts, as well as its application value in teacher training. Subsequently, a training model for preschool physical education teachers based on this theory was proposed, which includes three elements: space, capital, and habits. In terms of space, it is emphasized to create an environment and place conducive to the professional development of preschool physical education teachers, such as the construction of training institutions and internship bases, and the support of teaching environment and resources. In terms of capital, emphasis is placed on cultivating the professional knowledge and abilities of preschool physical education teachers, including curriculum design and teaching methods, teacher team construction, and professional development mechanisms. In terms of habits, emphasis is placed on cultivating the professional literacy and educational attitude of preschool physical education teachers, including practical links and social participation, evaluation and feedback mechanisms. This training model aims to improve the quality and effectiveness of preschool physical education teacher training, and provide theoretical guidance and practical suggestions for preschool physical education teacher training.