Older Men's Participation in Cognitive Training: A Review

Background Cognitive training for healthy older adults living in a community is an essential resource that allows them to live at home for as long as possible. Objective The purpose of the review is to examine the degree of participation of males and females in longitudinal studies of cognitive training. Moreover, we want to identify if these studies include the gender variable in their analyzes or reflect on its importance. Method: This review considered longitudinal cognitive training studies were published in English and Spanish and conducted with healthy older adults living in a community. Results The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study (in English) and the Memoria Mejor (MM) Longitudinal Study (in Spanish), both illustrate the trend of sex/gender treatment of the studies reviewed: a) high participation of older people seventy and more years b) recruiting stratified by age and sex; c) males are disproportionately underrepresented in cognitive training studies [24% - 14%]; d) the evaluation measures (baseline, follow-up, and final) and dropout data are provided but not stratified by age and sex/gender. Conclusions Researchers demonstrate awareness about the impact of sex/gender differences but do not focus on it. Understanding sex/gender differences are necessary for understanding not only that these differences occur, but also why they occur; this will allow policies or intervention programs with approaches that are more equitable for both sexes/genders to be formulated.

The effect of parents' presence on improving personal and social behavior in children (4-16) during and after the home quarantine period during the Corona pandemic in Jordan: أثر تواجد الوالدين على تحسين السلوك الشخصي والاجتماعي لدى الأطفال (4-16) أثناء وبعد فترة الحجر المنزلي خلال جائحة كورونا في الأردن

The study aimed to reveal the importance and impact of the presence of parents at home during the Corona pandemic-Covid-19, as they are responsible for raising children, as the study sample reached (368) parents and used a questionnaire of personal and social behavior (20) paragraphs distributed in two dimensions and designed specifically for the purposes of the current study and an appropriate degree of Honesty and constancy, and the results indicated the importance of the presence of parents with children during crises and the Corona pandemic crisis-Covid-19in particular, and the study showed an impact and improvement in the personal and social behavior of children during the quarantine period, and they showed more commitment and awareness than before, in addition to developments in the environmental dimension, the study and training studies the level of awareness of children in these crises and the phenomenon of study. Involving them in activities and tasks and interacting with them and not leaving them without monitoring their presence at home.

Reviewer Acknowledgements

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 8Jane Liang, California Department of Education, USAKeyla Ferrari Lopes, UNICAMP, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMinh Duc Duong, Thai Nguyen University, VietnamMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaNiveen M. Zayed, MENA College of Management, JordanSarah Nabih Nasif, October University, EgyptSelloane Pitikoe, University of Eswatini, Eswatini Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: [email protected] 2: [email protected]: http://jets.redfame.com

Can We “Brain-Train” Emotional Intelligence? A Narrative Review on the Features and Approaches Used in Ability EI Training Studies

Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes.

Reviewer Acknowledgements

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 7 Fathia Lahwal, Elmergib University, LibyaMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMeral Seker, Alanya Alaaddin Keykubat University, TurkeyRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASamah El-Sakka, Suez University, EgyptSandro Sehic, Oneida BOCES, USAWenjuan Sang, Indiana University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: [email protected] 2: [email protected]: http://jets.redfame.com

Reviewer Acknowledgements

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 6Francisca Serrano, University of Granada, SpainJohn Mark Asio, Gordon College, PhilippinesKeyla Ferrari Lopes, UNICAMP, BrazilLucy Lugo Mawang, Kenyatta University, KenyaMatt Varacallo, University of Kentucky, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMehmet Inan, Marmara University, TurkeyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMichail Kalogiannakis, University of Crete, GreeceNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASadia Batool, Preston University Islamabad, PakistanSamah El-Sakka, Suez University, EgyptShu-wen Lin, Sojo University, JapanVeronica Velasco Gonzalez, University of Valladolid, Spain Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: [email protected] 2: [email protected]: http://jets.redfame.com

Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

Workforce training is needed throughout the construction industry to create and maintain competent workers; unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction training has the potential to improve industry training, but the status of this integration has not been well articulated. To address this gap, this article undertakes a state-of-the-art review of education theory–integrated construction training for current industry professionals. To measure the extent of educational theory integration, this article identifies and summarizes studies that meet inclusion criteria, identifies the frequency of occurrence of Bloom’s Taxonomy verbs as a measure of student learning outcomes, and identifies and compares commonly used words within the identified construction training literature and foundational educational theory literature. This article presents a systematic review of published construction workforce training studies that have incorporated educational theory in the design and implementation of the training. The results reveal that, of the 15 construction training studies that met the inclusion criteria, two-thirds (2/3) focused on worker safety and only three studies (20%) targeted managers or designers. Fewer than 35% of terms that were identified as frequently used terms in the published construction training studies were categorized as educational. The results of this study provide a baseline of education theory–integrated construction training research, from which gaps and best practices can be identified and implemented to improve construction industry training.

Reviewer Acknowledgements

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 5 John Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesKeyla Ferrari Lopes, UNICAMP, BrazilMichael Baron, University of Melbourne, AustraliaRichard H. Martin, Mercer University, USASamah El-Sakka, Suez University, EgyptThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVeronica Velasco Gonzalez, University of Valladolid, Spain Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: [email protected] 2: [email protected]: http://jets.redfame.com