According to the reviewed literature, the selection system in the handball game is quite complex and requires new approaches from specialists, based on the current requirements of this game. It was found that a main selection criterion in the game of handball is the coordination abilities because the handball game is mainly based on coordination. In this paper is related the importance of coordinative abilities development in the handball game for young children (10-12 years old) selection process meet in Romania. The results are obtained from a sociological questionnaire, where 109 specialists in the handball game are interrogated, 38 of them being handball coaches, and 71 being teachers of physical education and sports with abilities in handball game. The answers delivered depend on each specialist experience, the knowledge possessed and the difficulties encountered over the years. As a general overview, in the opinion of the surveyed specialists, the selection process in the handball game for Romania does not live up to their expectations, and the development level of coordination abilities meet in 10-12 years children is medium to weak. A total of 51.9% from the respondents stressed the importance of developing coordination abilities to optimize the selection process of children for handball game, opening a new approach in the modern training methods for performance achievement.

Cognitive impairment in older adults is associated with poor gait performance, physical decline, falls and poor quality of life. This paper analyzes the feasibility and efficacy of a tango-based in-tervention in older people with cognitive impairment living in nursing homes. A multicenter study, with pre and post-test, was carried out. Intervention attendance, well-being, physical abilities (Short Physical Performance Battery), walking performance, functional capacities (Katz Index), and quality of life (Quality of Life in Alzheimer’s Disease) were assessed. Fifty-four participants (84.9 ± 6.7 years, Mini Mental State Examination 14.5 ± 7.4) completed the protocol. Intervention attendance was 92%, and the mean subjective well-being after each session was 4.5 ± 0.5 (on a five-point scale). Statistically significant improvement was found in the quality of life (p = 0.030). Non statistically significant changes were found in walking performance, physical abilities, or in functional capacities. The study shows feasibility and suggests evidence for the effects of Tango therapy on well-being and quality of life. Further studies are necessary to contrast these findings and to verify the role of Tango interventions as a holistic approach to prevent functional decline in older people with cognitive impairment.

(Background) Cognitive deficits related to frontotemporal dysfunction are common in Amyotrophic Lateral Sclerosis (ALS). Visuospatial deficits, related to posterior cerebral regions, are often underestimated in ALS, though they play a crucial role in attending daily living activities. Our pilot study aims at assessing visuospatial abilities using a domain-specific tool in ALS patients compared to healthy controls (HC). (Methods) Twenty-three patients with early ALS and 23 age- and education-matched HC underwent the Battery for Visuospatial Abilities (BVA), including visuo-perceptual and visuo-representational subtests. (Results) When compared to HC, ALS scored worse in 2 out of 4 visuo-perceptual subtests (i.e., Line Length Judgment and Line Orientation Judgment) and 1 out of 4 visuo-representational tasks (i.e., Hidden Figure Identification, HFI) (p <0.01). No correlations arose between ALS clinical features and BVA performance. More than 80% of the ALS cohort obtained abnormal scores in HFI subtest. (Conclusions) Our findings revealed that ALS scored worse (compared to HC) on selective tests tapping “perceptual” and “representational” visuospatial abilities, since early stages of disease. In clinical practice, our findings highlight the need of multi-domain neuropsychological assessment, for monitoring disease course and properly organizing care management of patients with ALS.

The purpose of the current study was the level of the self-confidence among with high musical abilities Student? The randomly selected sample consisted of students (n= 130, M= 65, F= 65) . The analytical descriptive approach was applied in the study and self-confidence Scale developed by the author was administered to participants. Results indicated that: - The self-confidence among the high musical abilities Student students was rated high. There were no statistically significant differences at (α=≤0.05) attributed to effect of sex on the self-confidence overall degree. There were statistically no significant differences at (α≤0.05) attributed to effect of achievement on the self-confidence overall degree,

Background: Over the past decade, the use of digital tools has grown and research evidence suggests that traditional media and new media offer both benefits and health risks for young children. The abilities to understand and use language represent two of the most important competencies developed during the first 3 years of life through the interaction of the child with people, objects, events, and other environmental factors. The main goal of our study is to evaluate the relationship between digital devices use and language abilities in children between 8-36 month, considering also the influence of several variables. Materials and Methods: We conducted a cross-sectional observational study on 260 healthy children (140 males = 54%) aged between 8-36 months (mean=23.5±7.18 months). All the parents completed a self-report questionnaire investigating the use of digital devices by their children, and a standardized questionnaire for the assessment of language skills (MacArthur). Multiple linear regression was used to evaluate the relationship between different variables. Subsequent moderation analysis were performed to verify the influence of other factors. Results: W found a statistically significant negative correlation between the total daily time of exposure to digital devices and the Actions and Gestures Quotient (ß=-0.397) in children between 8-17 months, and between the total daily time of exposure to digital devices and Language Quotient (ß=-0.224) in children between 18-36 months. Sex, level of education/job of parents, modality of use/content of digital device do not significantly affect these relationships. Conclusion: In our study we found that a longer time of exposure to digital devices was related to lower mimic-gestural skills in children from 8-17 months and to lower language skills in children between 18-36 months, regardless of age, sex, socio-economic status, content and modality of use. Further studies are needed to confirm and better understand this relationship, but parents and pediatricians are advised to limit the use of digital devices by children and encourage the social interaction to support the learning of language and communication skills in this age group.

this article presents the results of implementing existing software tools in the accounting field. The teaching processes regarding the use of Learning and Knowledge Technologies (TAC) in the university environment, and very specifically, in what has to do with the pedagogical integration of the same in the curriculum is deficient and disjointed with the current technological development. Thus, in the different curricula of professional programs of Public Accounting and related, the courses related to computer automation processes are oriented only towards the management of computer science and accounting software and the great diversity of existing applications that would undoubtedly directly benefit the student to know the potential of these in their future accounting practice is not taken into account. Strengthen the various skills of a Public Accountant in training through Learning and Knowledge Technologies (TAC), under the hypothesis of developing skills in the accounting field through TACs. The research was developed using a quantitative approach, an empirical-analytical method, with a type of descriptive research under an experimental design based on G1 x O1 and G2–O2, three phases were defined. In the first phase, the characterization of the existing software tools in the accounting field was carried out. In the second phase, their relevance was determined. In the third phase, performance was evaluated and then classified in a repository. The data obtained were analyzed with parametric analysis techniques through which it was found that the difference in quantitative results in the academic process between the experimental and control groups was statistically significant, which concluded the success of the experimental treatment. The use of CT scans in the classroom by the experimental group resulted in an improvement in their academic performance compared to the control group, strengthening their self-learning processes and facilitating the development of cognitive functions and skills necessary in the exercise of their accounting profession. This research supports and strengthens the work skills developed in the classroom for public accounting students. The tools TAC is developed from the request made by the radiometry laboratory as a first phase and a second phase is necessary for validation with experts.

Talker variability has been reported to facilitate generalization and retention of speech learning, but is also shown to place demands on cognitive resources. Our recent study provided evidence that phonetically-irrelevant acoustic variability in single-talker (ST) speech is sufficient to induce equivalent amounts of learning to the use of multiple-talker (MT) training. This study is a follow-up contrasting MT versus ST training with varying degrees of temporal exaggeration to examine how cognitive measures of individual learners may influence the role of input variability in immediate learning and long-term retention. Native Chinese-speaking adults were trained on the English /i/-/ɪ/ contrast. We assessed the trainees’ working memory and selective attention before training. Trained participants showed retention of more native-like cue weighting in both perception and production regardless of talker variability condition. The ST training group showed long-term benefit in word identification, whereas the MT training group did not retain the improvement. The results demonstrate the role of phonetically-irrelevant variability in robust speech learning and modulatory functions of nonlinguistic working memory and selective attention, highlighting the necessity to consider the interaction between input characteristics, task difficulty, and individual differences in cognitive abilities in assessing learning outcomes.

This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.