Publications overestimating the medical and ecological sequels of a slight anthropogenic increase in the radiation background have been reviewed recently with examples of different organs and pathological conditions. The overestimation contributed to the strangulation of atomic energy. The use of nuclear energy for electricity production is on the agenda today due to the increasing energy needs of humankind. Apparently, certain scientific writers acted in the interests of fossil fuel producers. Health risks and environmental damage are maximal for coal and oil, lower for natural gas, and much lower for atomic energy. This letter is an addition to previously published materials, this time focused on studies of cataracts in radiation-exposed populations in Russia. Selection and self-selection bias are of particular significance. Apparently, the self-reporting rate correlates with dose estimates and/or with professional awareness about radiation-related risks among nuclear workers or radiologic technologists, the latter being associated with their work experience/duration and hence with the accumulated dose. Individuals informed of their higher doses would more often seek medical advice and receive more attention from medics. As a result, lens opacities are diagnosed in exposed people earlier than in the general population. This explains dose-effect correlations proven for the incidence of cataracts but not for the frequency of cataract surgeries. Along the same lines, various pathological conditions are more often detected in exposed people. Ideological bias and the trimming of statistics have not been unusual in the Russian medical sciences. It is known that ionizing radiation causes cataracts; however, threshold levels associated with risks are understudied. In particular, thresholds for chronic and fractionated exposures are uncertain and may be underestimated.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

This study explores the determinants of political participation among Thai youth, focusing on the roles of political interest, knowledge, and efficacy. Employing stratified random sampling, data were collected from 191 university students in Bangkok. Structural Equation Modeling (SEM) via Smart PLS was utilized to test hypotheses regarding the direct and mediating effects of political interest and knowledge on participation, highlighting the mediating role of political efficacy. The findings indicate that political efficacy significantly enhances participation, while political interest boosts knowledge significantly but does not directly influence efficacy. Furthermore, political knowledge positively affects efficacy but not participation directly. Notably, the indirect effects of political interest on participation through efficacy alone are insignificant, but the pathways from interest to participation through both knowledge and efficacy, and from knowledge to participation through efficacy, are significant. These results elucidate the complex interactions between political interest, knowledge, and efficacy in shaping the political engagement of Thai youth.

In a territorial development model such as that of Valencia (Spain), in which limitations, resistance and difficulties are observed as a result of the dualization that it has undergone in these almost 40 years of operation, we ask whether these obstacles have had an effect on the evolution of employment. This is understood as the basic indicator, the primary aim of any action undertaken for development of the territory. To this end, we set out from the methodological articulation of various techniques (survey by means of a pre-coded questionnaire, application of the READI® methodology) based on the primary information collected from the AEDL (Employment and Local Development Agents) technical staff of Valencia province, which showed us their perception of the dualization to which the model is subjected and the difficulties that this generates when carrying out their professional activity. Statistical and documentary sources were also analyzed. With all this, the evolution of employment in these territories over the last five years was studied in order to validate, or not, the initial hypothesis: Whether this reality of the model (duality) responds to short-term or structural parameters.

This study focuses on the improvement strategy of information technology application ability of science education teachers and students under the background of informatization. Firstly, the current status of informatization of science education and the importance of the information technology application ability of teacher training students are analyzed. Subsequently, the promotion strategies were discussed, including curriculum design and implementation, teacher training and development, provision of practice environment and conditions, and construction of evaluation mechanisms. These strategies are expected to systematically improve the information technology application ability of teacher training students and provide effective support for the development of science education. However, these strategies also need to be tried and refined in practice to adapt to the development needs of information technology and science education.

The most important issue of economic development is the question of the real reasons for the growth of labor productivity based on innovative equipment and technologies or “closing technologies”, both directly and in the sphere of organization and management of economic systems. Organizational innovations can also be classified as “closing technologies”. For example, the creation of strategic institution, alliances and associations capable of changing the situation in the global economy, likely World Bank (WB), World Health Organization (WHO), International association Brazil, Russia, India, China, South Africa (BRICS) etc. This approach involves the formation of fundamental innovative solutions at all levels of the management hierarchy. The imperfection of the existing ideological and methodological paradigm, ignoring the mathematical constants of the Universe when designing economic supersystems or economic systems as integral distributed systems with complex dynamics similar to natural systems, the inefficiency of institutional intervention is the main reason for the impossibility of minimizing the structural and functional instability of the state economic system. The consequence of this is systemic violations and disproportions in the economy, risks associated with changes in the structure of the world economy and a colossal difference in the level of economic security of states and the phenomenon of crisis transfer.