In the highly competitive employment environment, most college students have left their jobs for a short time after employment, and attention should be paid to students’ career adaptation. However, the further influence of skilled goal orientation, social support and career-determined self-efficacy on college students’ career adaptation needs to be confirmed. This study analyzes the effects of these factors on college students’ career adaptation. This study aims to analyze the impact of mastery goal orientation, social support, and vocational decision self-efficacy on career adaptation among 224 university students in East China. The results indicated that university students generally exhibit positive levels of mastery goal orientation, social support, vocational decision self-efficacy, and overall career adaptation. Female students demonstrate higher levels of mastery goal orientation, social support, vocational decision self-efficacy, and career adaptation compared to male students. As students progress in their academic years, their levels of mastery goal orientation, social support, vocational decision self-efficacy, and career adaptation tend to increase. Students majoring in humanities and social sciences have higher level than students majoring in science and engineering in all factors. Students majoring in humanities and social sciences exhibit more optimism in all factors compared to students in science and technology fields. The relationships among these factors show positive correlations. Mastery goal orientation, social support, and vocational decision self-efficacy all have positive effects on career adaptation. Among these, family support stands out as the most influential subordinate factor of social support on career adaptation. The most influential subordinate factor of vocational decision self-efficacy on career adaptation is conscious decision-making. Therefore, male, lower grade, science and engineering college students are the groups that need to be paid attention to in improving career adaptation. Skilled goal orientation, family support and conscious decision making have a better effect on the improvement of career adaptation. These results can provide important reference information for universities, counselors and college students in the training of career planning, and theoretically enrich the relevant research on college students’ career adaptation, and provide certain enlightenment for future researchers.

This article presents a bibliographic review on the evolution of Geographic Information Systems (GIS) and their integration in the social sciences, which is important because the interrelation of these areas contributes to the knowledge of the people. In this sense, the objective was to contribute to the university academic knowledge, through the compilation, classification, analysis and synthesis of scientific works according to the subject treated. For this purpose, the historical, synthetic, dialectical, and analytical methods were used, with a descriptive and documentary type of research, obtaining as a result that the GIS are very useful in different fields of social sciences, ranging from archeology to sociology, including specific topics such as economics and criminology.

This paper tries to understand economic, social and legal implications of the introduction and usage of MediSearch (AI search engine) in the Indian healthcare context. Discussing the economic ramifications, the paper highlights the potential for cost savings, the influence on healthcare accessibility, and the shifts in traditional medical paradigms. On the social side, the study explains ability of AI based platforms to bridge healthcare disparities, with a potential for enhancing general health literacy among the general population. From a legal standpoint, study highlights the concerns related to data privacy, regulatory issues, and possible malpractice implications. With the integration of these perspectives, the study also explains opportunities, challenges and future of MediSearch from the Indian health perspective.

The utilization of digital tools in agricultural extension has facilitated information delivery through non-face-to-face interactions. Therefore, this study aimed to map the variation in digital tools used by agricultural extension workers to access and deliver information and analyse the outcomes of farmers’ adoption. Data were collected through in-depth interviews with agricultural extension workers at 11 Agricultural Extension Centers. The data were processed using the N-Vivo qualitative data analysis software. The results showed that extension workers combined various digital tools as sources of extension materials and channels for delivering information to farmers. Although social interaction between agricultural extension workers and farmers occurred non-face-to-face, messages could be adopted by farmers and yield tangible outcomes. This was reflected in the asynchronous communication, allowing extension workers sufficient time to improve the quality of the delivered messages. Farmers also had sufficient time to review the received information content in this context repeatedly. These results implied that although extension content is delivered through non-face-to-face interaction, it can still drive adoption with significant outcomes.

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.