bluuebunny/crossref_metadata_2025_split huggingface dataset:
Safety Assessment RP212 Genetically Modified Soybean 40-3-2
Authors:   Food Standards Agency,   Food Standards Scotland
Published: December 2024

Following the submission of application RP212 to the Food Standards Agency (FSA) under assimilated Regulation (EC) No. 1829/2003 from Bayer CropScience Ltd, FSA/FSS (Food Standards Scotland) have undertaken a safety assessment on genetically modified soybean 40-3-2. To support the safety assessment by FSA/FSS, the Advisory Committee on Novel Foods and Processes (ACNFP) provided advice to FSA/FSS on the data submitted for the renewal of authorisation for the genetically modified soybean 40-3-2, as outlined in this document. The advice of the ACNFP has been taken into account in this safety assessment which represents the opinion of FSA/FSS on the safety of genetically modified soybean 40-3-2. Soybean 40-3-2 is modified to express the CP4 EPSPS (5-enolpyruvylshikimate 3-phosphate synthase) protein from the CP4 strain of Agrobacterium tumefaciens, which has a lower binding affinity with glyphosate, conferring tolerance to glyphosate herbicides. Soybean 40-3-2 has previously been authorised for food and feed uses and is most commonly used as a source of protein in animal feed. The scope of this application is for the renewal of the authorisation for placing on the market of food and feed products containing, consisting of, or produced from genetically modified soybean 40-3-2. This also includes products other than food or feed. The application does not cover cultivation and therefore no soybean 40-3-2 will be grown in the UK. In providing its advice on the safety of soybean 40-3-2 for food and feed, the ACNFP considered data provided as part of application RP212 (post-market environmental monitoring reports, evaluation of systematic literature searches, additional studies performed by or on behalf of the applicant, and updated bioinformatics analyses), additional information provided by the applicant, and analyses and reports from outside contractors. The ACNFP assessed these data for possible new hazards, modified exposures, or new scientific uncertainties identified during the authorisation period and not previously assessed in the context of the original application (or the first renewal in 2012). FSA/FSS concludes, based on ACNFP advice, that there is no evidence in the renewal application RP212 for new hazards, modified exposures, or new scientific uncertainties that would change the conclusions of the original risk assessments on genetically modified soybean 40-3-2 (EFSA GMO Panel 2010, UK-ACNFP 1995).
Safety Assessment: Synthetic Cannabidiol (CBD) as a Novel Food for Use in Food Supplements
Authors:   Food Standards Agency,   Food Standards Scotland
Published: December 2024

“An application was submitted to the Food Standards Agency (FSA) and Food Standards Scotland (FSS) in January 2021 from Chanelle McCoy CBD Ltd (“the applicant”) for the authorisation of synthetic cannabidiol (CBD) as a novel food. The novel food is a synthetic >98% pure form CBD which is intended to be used as food supplements for adults. For CBD a provisional Acceptable Daily Intake (ADI) of 10 mg/day has been published by the FSA and was considered in assessing this novel food. The provisional ADI (section 2.7) was recommended, subject to the existing advice to consumers that pregnant and breastfeeding women and people taking any prescription medication should avoid the consumption of CBD. Consumers on regular medications should seek advice from a medical professional before using any type of CBD food product. In addition, children and prospective parents trying for a baby are advised against consumption of CBD, as are those who are immunosuppressed, due to remaining data gaps and residual uncertainties concerning the safety of CBD for these groups of consumers. These contraindications would also apply to this novel food. To support the FSA and FSS in their evaluations of the application, the Advisory Committee on Novel Foods and Processes (ACNFP) were asked to review the dossier and supplementary information provided by the applicant. Please note the Committee did not consider any potential health benefits or claims arising from consuming the food, as the focus of the novel food assessment is to ensure the food is safe, and not putting consumers at a nutritional disadvantage. The FSA and FSS concluded based on the advice of the ACNFP, that the applicant had provided sufficient information to assure the novel food, synthetic CBD, was safe under the proposed conditions of use. The anticipated intake levels and the proposed use in foods and food supplements was not considered to be nutritionally disadvantageous. The views of the ACNFP have been taken into account in the regulatory assessment which represents the opinions of the FSA and FSS. ”
ANALYSIS OF THE IMPACT OF PUBLIC ACCOUNTING REFORMS ON THE PERFORMANCE OF MOROCCAN ADMINISTRATIONS
Authors: Madani Noureddine 
Published: December 2024

<p>The modernization of public sector accounting is a crucial issue for countries seeking to improve their public administrations' performance, transparency and accountability. In Morocco, the adoption of International Public Sector Accounting Standards (IPSAS) represents a significant reform aimed at aligning accounting practices with international standards. This study proposes a systematic literature review examining these reforms' impact on Moroccan administrations' performance. Through an analysis of various academic and institutional sources, we highlight the advances, challenges encountered, and implications for public finance management in Morocco. The results indicate that, despite institutional and technical obstacles, accounting reforms have helped to improve financial transparency, budgetary efficiency and accountability within public administrations. Finally, recommendations are formulated to strengthen IPSAS implementation and optimize the performance of the Moroccan public sector.</p><p> </p><p><strong>JEL</strong>: H83, H61, M41, G38, O55</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0794/a.php" alt="Hit counter" /></p>
CAREER PATHWAYS OF BS LEGAL MANAGEMENT GRADUATES: A K-MODE CLUSTER ANALYSIS THROUGH THE LENS OF KRUMBOLTZ'S SOCIAL LEARNING THEORY
Authors: Clapiz Sharone Mae , Montaño Vicente 
Published: December 2024

<p>This research focuses on the career history of BS Legal Management graduates about the Social Learning Theory of Career Decision Making by Krumboltz. The research aims to explore the factors interplaying in graduates' career history by conducting descriptive-correlational research and K-Mode Clustering analysis. Seventeen graduates surveyed in this study covered employment status, job characteristics, and career satisfaction. Results show that there are distinct clusters concerning career outcomes, underpinning both prevalent patterns and individual trajectories among graduates. These results suggest that whereas many respondents secure positions pertinent to their field of study, variability in career paths is notable, conditioned by contextual factors, educational experiences, and unanticipated circumstances. It shows the value of university education in many job positions, even those not directly related to legal management. High satisfaction levels are reported in many careers, which supports Krumboltz's contention that adaptability and learning are critical roles in career development. The findings offer a wealth of information relevant to curriculum development and career counseling in the instruction of legal management—this being an argument for a view that students need to be prepared for diverse career possibilities and embrace dynamism in career journeys within the modern job market.</p><p> </p><p><strong>JEL</strong>: J24, M12</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0494/a.php" alt="Hit counter" /></p>
AN EVALUATION OF THE EFFECT OF EXTERNAL DEBT ON ECONOMIC GROWTH IN SIERRA LEONE
Authors: Marah Moses Balla , Dumbuya Laima Abu Kay 
Published: December 2024

<p>The study sets out to determine whether external debt has a significant relationship with economic growth indices in Sierra Leone. An ex-post facto research design was adopted for the study. Data on gross domestic product, external debt, capital expenditure, and exchange rate were obtained from the Bank of Sierra Leone Statistical Bulletin 2024 for the period 1993-2023. Ordinary Least Square Method of regression was used in which external debt was regressed on gross domestic product, capital expenditure, and exchange rate. A diagnostic test was done using the Augmented Dickey-Fuller (ADF) unit root test, as well as the co-integration and error correction method. Findings show that there is a positive relationship between external debt on one side and gross domestic product (GDP), exchange rate and capital expenditure. The findings imply that small external debt accumulation stimulates the economy, while huge debt has a negative impact. External debts were misappropriated, while debt servicing and repayment stifled infrastructural development. The study recommends, amongst other things, that external debt should be obtained when it is absolutely necessary and applied for productive ventures but not for social services, ensuring that the marginal productivity of the loan is greater than the interest incurred as a result of it. At the same time, the government should strengthen anti-corruption agencies to reduce embezzlements and misappropriations to the barest minimum by reviewing laws establishing them.</p><p> </p><p><strong>JEL</strong>: F34; E22; C22; H63; O11</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0792/a.php" alt="Hit counter" /></p>
ENGLISH PRONUNCIATION PROBLEMS AMONG VIETNAMESE LEARNERS OF ENGLISH: AN EMPIRICAL STUDY
Authors: Tu Le Thanh , Du Tran Thanh 
Published: December 2024

In oral communication, inaccurate pronunciation or pronunciation errors may create serious consequences, such as conversational discomfort, business disruption, and negotiation failure, leading to miscommunication or, at times, regrettable occupational accidents. Unfortunately, in a number of educational institutions in Vietnam, inadequate attention has been paid to the teaching and learning of English pronunciation. This is why Vietnamese learners of English seem to have neither full awareness, and thus, nor good performance of English pronunciation. Through qualitative and quantitative data collected from an experimental survey, the study indicates that non-English majors at University of Transport, Ho Chi Minh City (UTH) encounter various pronunciation problems due to various reasons, both objective and subjective. The study also results in strategies and techniques that may be beneficial to both the lecturers and the students in teaching and learning English pronunciation at UTH in particular and in the Vietnamese contexts in general.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0802/a.php" alt="Hit counter" /></p>
TELL ME A STORY: ASSESSING THE IMPACT OF STORIFICATION IN THE GHANAIAN CLASSROOM
Authors: Arthur Rebecca , Kyilleyang Martin , Danquah Grace 
Published: December 2024

Following insights from the impact of technology on education and the implementation of innovative strategies in the classroom, there has been a recent growing interest in exploring storied pedagogy in the classroom. The present study contributes to this growing body of studies by assessing the utilization of personal narratives or stories in ongoing lessons. This study seeks to achieve two main objectives. All fourteen lecturers at the Department of English Education, University of Education, Winneba and twenty randomly selected students were included in the study. In all, a total of nine non-relational and four relational instances were recorded and analyzed. The relational digressional instances facilitated understanding on the part of students since the stories made lessons relatively easy to understand. The non-relational digression instances also played a significant role in enhancing teaching and learning. These instances highlighted the affective and didactic dimensions of classroom teaching and learning. All the non-relational digression instances allowed students and the lecturer to engage in issues unrelated to the lecture. These occasions encouraged students to put off their affective filters to relax and be mentally ready when the lecture resumed. The study confirms established studies that storied pedagogy or the inclusion of personal narratives in ongoing lessons effectively enhances teaching and learning. It also has implications for further research in storied pedagogy, teacher’s digressional instances in the classroom and how digressions can be utilized to ease learners’ anxiety in the classroom.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0769/a.php" alt="Hit counter" /></p>
FROM CONVERSATION TO CREATION: EXPLORING STUDENT EXPRESSION THROUGH WORLD CAFÉ AND CLASSROOM MUSEUMS
Authors: Kavoura Theodora 
Published: December 2024

This study investigates the impact of multimedia projects within a STEAM education framework, utilizing the World Café methodology to enhance student expression and foster collaboration. Over the course of three months, students engaged in meaningful discussions and created multimedia artifacts that reflect contemporary social issues, significantly enhancing their communication skills. The findings reveal high levels of student participation, with many expressing enthusiasm for the collaborative process and appreciating the opportunity to work with peers from diverse backgrounds. Additionally, there was a notable improvement in students' collaborative abilities and problem-solving skills. The study emphasizes the importance of incorporating multimedia tools into educational settings, suggesting that they not only facilitate critical thinking and creativity but also allow students to tackle real-world problems effectively. By addressing relevant societal themes, the multimedia projects enriched the overall learning experience, providing students with valuable opportunities for personal growth and engagement in meaningful discourse.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0766/a.php" alt="Hit counter" /></p>
THE MEDIATING EFFECT OF SCIENTIFIC EPISTEMOLOGICAL BELIEFS ON THE RELATIONSHIP BETWEEN CLASSROOM SOCIAL ENVIRONMENT AND ADAPTIVE LEARNING ENGAGEMENT OF SCIENCE STUDENTS
Authors: Fernandez Charlene L. 
Published: December 2024

This study explored the potential mediating impact of scientific epistemological beliefs on the correlation between the classroom social environment and adaptive learning in the field of science. The researcher used a quantitative non-experimental approach using a correlational technique. The study was conducted in seven selected public schools in Davao City where senior high school students are present. There were two hundred ninety (290) grade 12 student participants in total. The researcher applied the five Likert Scaling Method wherein the respondents will choose between 1 - 5, 4.20 - 5.00 is very high and 1.00 - 1.79 is very low. Also, ethical procedures were observed. The data that were gathered from the Level of Adaptive Learning Engagement of Science Students showed high levels. In addition, The Correlations between Classroom Social Environment and Scientific Epistemological Beliefs of Science Students, The Correlations between Adaptive Learning Engagement and Classroom Social Environment, and The Correlations between Scientific Epistemological Beliefs of Science Students and Adaptive Learning Engagement also showed positive correlations. Meanwhile, the Level of Classroom Social Environment and Level of Epistemological Beliefs was found to be moderate in level. Therefore, there is a significant effect of the Mediating Effect of Scientific Epistemological Beliefs, but student adaptive learning engagement emerges as a concern to address challenges like low achievement, disinterest, alienation, and high dropout rates.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0998/a.php" alt="Hit counter" /></p>
STUDENTS' INQUIRY AND SCIENCE-RELATED ATTITUDE AS MEDIATED BY SELF-CONCEPT
Authors: Ramos Rhea Mae T. , Israel Gina Fe G. 
Published: December 2024

<p>The study determined the mediating effect of self-concept on the relationship between students’ inquiry and science-related attitudes of students. This study used a quantitative research design that covered mediation analysis and descriptive survey methods. A stratified random sampling technique was used in this study, with a sample of 300 students drawn from the STEM and GAS senior high school departments of chosen public schools in the Davao Oriental division. To gather data, the researcher used an adapted survey questionnaire, which was modified to suit the context of the research study. Results showed that students’ inquiry, self-concept, and science-related attitudes were high or often manifested. There was also a significant relationship between students’ inquiry and science-related attitudes, students' inquiry and self-concept, and self-concept and science-related attitudes. Further, there was a significant but partial result of the Medgraph using the Sobel z-test of self-concept on the relationship between students' inquiry and science-related attitudes. There was a significant partial mediation between these variables. The study demonstrated a significant partial mediation of self-concept on the relationship between students' inquiry toward science-related attitudes of senior high school students.</p><p>UN’s Sustainable Development Goals (SDG) No. 4 Quality Education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0909/a.php" alt="Hit counter" /></p>
DEVELOPING A TEAM OF NATURAL SCIENCE TEACHERS IN LOWER SECONDARY SCHOOLS IN VIETNAM TO MEET THE REQUIREMENTS OF FUNDAMENTAL AND COMPREHENSIVE EDUCATIONAL REFORM
Authors: Thong Luu Van 
Published: December 2024

Lower secondary education plays a crucial role in shaping and developing human resources to support national growth. In practice, teachers in general, and natural science teachers in particular, represent a key human resource for the successful implementation of the general education curriculum. This study focuses on developing a team of natural science teachers in lower secondary schools through a competency-based approach, aiming to assess and propose solutions for improving teacher quality to meet the requirements of fundamental and comprehensive educational reform in Vietnam.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0797/a.php" alt="Hit counter" /></p>
IS REDOING FIRST YEAR OF HIGH-SCHOOL USEFULL? / EST-CE UTILE DE REDOUBLER SA PREMIÈRE ANNÉE DU SECONDAIRE (ÉTUDE DE CAS)?
Authors: Cabanac Arnaud , Têtu Richard , Geneviève Proteau , Patricia Jacques , Cabanac Michel 
Published: December 2024

<p>At the end of a school year, emotion, self-esteem, knowledge are considered by a teacher to decide whether a student is promoted or not. The aim of the study was to seek the success of students 12- to 14-year-olds who had failed a given course in the first year of high school and were still registered for a higher course in the second year of high school. Students were evaluated by their regular teachers over the years, and report cards were analyzed. Failing students were students with mean marks below 60 p.100 in a topic. No help was given during summertime. Still, students were more likely to achieve success the following year at that higher level, regardless of the topics. Up to 71 p.100 had recovered from their misunderstanding in the second semester of high school the next year. If we consider the less weak students, thus those who had failed year 1 with marks below 60 p.100 but above 49 p.100, nearly 80% of the students had recovered from their misunderstanding in the second semester. This study supports the idea that the relationship to knowledge should change in schools. We believe that intrinsic motivation may need enough time to occur at such an age. We also believe that the strong extrinsic motivation given by the teachers and the school institution of the school under scrutiny is recommended.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0736/a.php" alt="Hit counter" /></p>
CULTURAL CAPITAL AND DIGITAL SKILLS OF ADULT LEARNERS IN GREECE
Authors: Delibeys George , Vergidis Dimitris , Delimpei Eleni 
Published: December 2024

This study examines the impact of cultural capital on the digital skills of adult learners in evening High Schools in Western Greece. In order to achieve this, Bourdieu’s theoretical framework is employed, and the contribution of the three forms of cultural capital, namely institutionalised, objectified, and embedded, to the digital skills of adult learners is analysed. A quantitative methodology was employed, and a questionnaire was selected as the research instrument. The sample comprised 153 adult learners, and the data were analysed using SPSS. The findings indicate that adult learners with higher cultural capital demonstrate superior digital skills, particularly in information literacy, digital safety and problem-solving. It is concluded that unequal cultural capital is associated with the level of digital skills among learners, contributing to the perpetuation of inequalities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0778/a.php" alt="Hit counter" /></p>
THE IMPACT OF EMPLOYMENT CLASSIFICATION ON ORGANISATIONAL COMMITMENT: A COMPARATIVE ANALYSIS OF PERMANENT AND OUTSOURCED SOFTWARE ENGINEERS USING MEYER AND ALLEN’S THREE-COMPONENT MODEL
Authors: Mendis B. Anne Kanchana Medhani 
Published: December 2024

The study examines the impact of permanent employment versus outsourcing on organisational commitment, focusing on three key dimensions: affective, continuance, and normative commitment. The research utilises descriptive statistics and an independent samples t-test to analyse data from 200 employees (100 permanent, 100 outsourced) in a multinational information technology organisation. The results reveal significant differences in commitment levels between permanent and outsourced employees, with permanent employees demonstrating higher levels across all three dimensions. For affective commitment, permanent employees reported a mean score of 4.70, significantly higher than the 2.40 reported by outsourced employees. Similarly, permanent employees exhibited more significant continuance commitment (3.75) and normative commitment (4.59) compared to outsourced employees (2.95 and 2.72, respectively). Low standard errors, high t-values, and significant p-values in hypothesis testing confirm these differences. The effect size analysis further highlights the magnitude of these differences, with Cohen’s d values of 8.356 for affective commitment, 3.652 for continuance commitment, and 9.067 for normative commitment, indicating significant and moderate effects across all dimensions. These findings suggest that permanent employment fosters stronger emotional attachment, a greater sense of obligation, and higher perceived costs of leaving the organisation. In contrast, outsourced employment is associated with lower levels of commitment. The study contributes to understanding how employment type influences employee engagement and loyalty, offering insights for organisational policies to improve retention and foster stronger connections with employees.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0895/a.php" alt="Hit counter" /></p>