Currently, there is a significant gap between the training objectives and the actual situation of electromechanical talents in higher vocational colleges. Many teachers in electromechanical departments do not meet the required qualifications and are unable to adapt to the developments of the new era. The talent training mode is insufficiently comprehensive, and the criteria for talent assessment are not unified. In response to these issues, it is necessary to promptly change the mindset, innovate educational ideas, focus on the present while planning for the future, clarify training objectives, adopt a dual education model that integrates production and education, strengthen the faculty, utilize their potential, and improve the overall educational quality to provide guarantees for talent development.

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.

Conflicts are inevitable in any human community, despite the fact that they are never desirable. One of the characteristics of the contemporary world is conflict. Different parties participate in disputes (individuals, organizations, and states). When disputes arise, interventionist methods are put into action. Conflicts arise in a variety of ways, such as disagreement, rage, quarrelling, hatred, destruction, killing, or war, because human requirements are diverse. Conflict takes many different shapes, and so do interventions. Individuals, groups (both local and foreign), and governments can all intervene in a conflict. The media and its functions are up for debate among those who mediate disputes. Can the media be seen as intervening in a dispute, or are they merely performing their mandated duties? The diversity of opinions is what drives conversations in peace journalism. In addition, peace journalism promotes media engagement and intervention in conflict situations in order to lessen and end conflict. Media intervention, according to some critics, is not objective journalism because those in charge of educational information management and journalists are not expected to make decisions about the news; rather, they should just tell it as they see it. Therefore, the purpose of this article is to examine the idea of conflict, the stages of conflict development, interventions in conflicts, and the contentious position of the media in conflicts from an educational information management perspective. Hence, this paper will contribute to the role of educational information management via social media and other new media platforms, which have occasionally been used to hold governments responsible, unite people in protest of violence, plan relief operations, empower people, dissipate tensions via knowledge sharing, and create understanding across boundaries.

Organomineral fertilizer is used to improve and ameliorate the supply of nutrients in soils. Right and adequate application of fertilizers are determinants of its nutrient supply efficiency, which in turn enhances the vegetative growth and yield of cucumber. Field experiments were conducted at the Research Farm of the Federal University of Agriculture, Abeokuta, Nigeria, to assess the effects of variety and rate of organomineral fertilizer on cucumber growth and yield. Trials were conducted from June to August 2019 and repeated from September to November 2019. The cultivars were Poinsett, Greengo, and Monalisa. The rates of organomineral fertilizer were 0, 2.5, or 5.0 tons. ha⁻¹. The treatments were replicated three times. Cucumber vegetative characters, yield, and yield components were studied. ‘Greengo’ produced the most leaves, followed by ‘Monalisa’; ‘Poinsett’ produced the least. Application of 5.0 tons. ha⁻¹ organomineral fertilizer produced the longest vines and fruits. ‘Greengo’ had the earliest days to 50% flowering, followed by ‘Monalisa’; ‘Poinsett’ had the most days to 50% flowering. Plants treated with an application of 5.0 tons. ha⁻¹ organomineral fertilizer attained 50% flowering in 29 days, but in 30 days with an application of 2.5 tons. ha⁻¹ organomineral fertilizer; the control treatment attained 50% flowering in 33 days. Application of 5.0 tons. ha⁻¹ organomineral fertilizer produced the longest fruits, thicker fruit diameter, and highest fruit yield compared with 2.5 and 0 tons. ha⁻¹ of organomineral fertilizer treatments. The Greengo variety with application of 5.0 tons. ha⁻¹ of organomineral fertilizer is recommended for optimum growth and yield in south western Nigeria.

Teachers are instrumental in advancing the cognitive and motor skills of children with autism. Despite their importance, the incorporation of both educators and robotic aids in the educational frameworks of specialized schools and centers is infrequent. Extensive research has been conducted to evaluate the impact of robotic assistance on the learning outcomes for children with autism. This study investigates the effects of the Furhat robot on the educational experiences of autistic children in schools, analyzing its utility both with and without the presence of teachers. Interviews with educators were carried out to gauge the effectiveness of implementing Furhat robots in these settings. Data collected from sessions with autistic children were analyzed using ANOVA tests, offering insights into the Furhat Social Robot’s potential as a significant tool for fostering engagement and interaction. The findings highlight the robot’s effectiveness in enhancing social interaction and engagement, thereby contributing to the ongoing discussion on how social robots can improve the developmental progress and well-being of children with autism. Moreover, this paper underlines the innovative aspects of our proposed model and its wider implications. By presenting specific quantitative outcomes, our aim is to extend the reach of our findings to a broader audience. Ultimately, this research delineates significant contributions to the understanding of social robots, such as Furhat, in improving the overall well-being and developmental trajectories of children with autism.