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With the tendency of shifting from Knowledge-Based Education into Competence-Based Education, assessment is not only of learning but also for and as learning. In Competence-Based Education, Competence-Based Assessment (CBA) is a process of collecting evidence and making judgments on whether competence has been achieved and regulating teaching and learning activities. Integrating CBA into instruction provides students with opportunities to self-construct their competences by applying academic knowledge to solve assessment tasks well related to real-world contexts. This paper referred to international discussions on the term of CBA, the meaning of integrating CBA into instruction and proposing a process of integrating CBA into instruction Pedagogical subjects for developing core competences of students. This paper also analyzed the development of Problem-Solving Competence and Presentation Competence of 33 Food Technology Education students and 22 Garment Technology Education students after dealing with the assessment tasks integrated into instruction General Psychology and Vocational Education subjects and presenting the results at Ho Chi Minh City University of Technology and Education. Finally, some minor suggestions for developing core competences of Technical and Vocational Education students through integrating CBA into Instruction Pedagogical subjects by carefully considering the consistency of course learning outcomes, teaching-learning activities and assessment were discussed.

This article takes as a case study a provincial city in an attempt to analyse the dynamics of location, creation and extension of the high schools of Metz, from the imperial high school to the current high schools, including those built during the annexation of the city to Germany (1871-1919), the remarkable extensions of the inter-war period, and finally the industrialised constructions of the “Trente Glorieuses”, the 30 years of post-war economic boom in France. This transversal reading of public buildings within a defined communal territory inevitably fits into a perspective between the local and the national, for example in the choice of the architects behind these constructions. Covering nearly two centuries, this article highlights the history of these buildings, emphasising the context of their construction and their evolution.

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

“Low expectation of success” is proposed as a factor in relation to problem behavior in the comprehensive theoretical model of problem behavior (CTMPB). Based on the framework of CTMPB, this study aimed to further examine the association between confidence in the future (including parental confidence in the adolescent future and adolescent self-confidence in the future in this study) and problem behavior. A nationwide representative sample data from the China Education Panel Survey (CEPS) were used in this study. A total of 8328 middle school students and their parents were included. Among the students, 4081 (49.0%) were boys, the mean age was 14.53 years (SD = 0.70); among the parents, 3908 (46.9%) were male, the mean age was 41.15 years (SD = 5.14). The results reveal that parental confidence in adolescent future (PCAF) can play a role in adolescent problem behavior through adolescent perceived parental confidence in adolescent future (APPCAF) and adolescent self-confidence in the future (ASF). Low levels of both PCAF and ASF are vulnerability risk factors in adolescent problem behavior. Lowering PCAF and ASF might increase the likelihood of engaging in problem behavior. However, this study was based on cross-sectional data only and is required to be supported by further experimental or longitudinal studies.

This study examined the effects that sustainable fashion education had on college students��� attitudes, subjective norms, knowledge, and intention to make sustainable apparel choices. In addition, relationships were analyzed and interpreted between intention and attitudes, subjective norms, and knowledge. The need for this research stems from changes in the fashion industry that required the adoption of new business models. The circular economy model embraces a culture that makes, consumes, enriches, or returns the product to supply chains. For the circular model to be successful, all stakeholders must understand the role one plays in creating a sustainable industry. The consumer is an essential player in the circular model. Overconsumption and underutilization of clothing by the consumer are currently not sustainable. This quantitative study was guided by Ajzen���s theory of planned behavior that predicts individual intention to engage in a behavior in which the person can exert self-control. This study followed a quasi-experimental design with paired t test and correlational analysis, collecting from a sample of 97 college students. Pretest and posttest survey data was gathered from college students before and after they completed a series of online learning modules about fast fashion and sustainable fashion. This study provided evidence that educational intervention influences a significant change in subjective norms, attitudes, knowledge, and intention. Research findings show that subjective norms and attitudes had significant relationships with intention to make sustainable apparel choices. The findings from this research support a need for education about the impacts apparel and clothing choices have on our environment. Results also provide evidence that education makes a positive impact. Conclusions from the research provide implications for FCS professionals exploring topics and approaches for educating others about sustainable apparel production, consumption and care, and a return to production.

Despite the growing interest in perceived social support as a means of achieving sustainable psychological development and well-being in the various contexts of the adolescent, its definition and composition remain unclear. The aim of this study is to test both the hierarchical order and the types and sources of a theoretical model of the social support perceived by adolescents. The model is based on the theories of Tardy and Lin, as well as on the findings of recent studies on the construct. Three theoretical models are compared using the structural equations method. The participants were 1081 randomly selected secondary school students (aged 12–18 years) from the north of Spain, who completed the APIK Perceived Social Support Questionnaire. The model positing that perceived social support comprises a hierarchical first level formed by sources of support (family, friends and teachers) and a lower second level derived from the first one, formed by types of support (emotional, material and informational), proved to be the first-choice solution. The results establish a solid theoretical base for both future studies on perceived social support during adolescence and possible educational interventions designed to improve social support for teenagers.

The Master’s thesis analyzes energy consumption of WiFi modules, which serve to connect devices pertaining to the Internet of Things with the internet. In the context of the thesis, I have reviewed over 200 WiFi modules online and reduced the number of modules to 28 according to certain criteria outlined beforehand. Of the remaining 28 WiFi modules, I selected 4 that I have thoroughly examined and used for various measurements. For measurement purposes, I connected the modules with a test environment via an SPI interface and implemented the necessary software drivers on the microcontroller with ARM architecture. To measure energy consumption, I used a digital flow meter with a sampling frequency up to 20 kHz and an accuracy of the 300 μA order, for which I implemented a library in the Python programming language. I concentrated on the energy consumption using WPA2 encryption, since data security is always of utmost importance. The results of the measurements have shown that despite having comparable specifications, WiFi modules differ greatly between different manufacturers in terms of actual energy consumption. Additionally, the complexity of controlling WiFi modules also varies from manufacturer to manufacturer, which affects costs and development time. Magistrska naloga obravnava problematiko energijske porabe modulov WiFi, ki služijo za povezavo z internetom pri napravah interneta stvari. V sklopu naloge sem preko spleta pregledal preko 200 modulov WiFi, nato sem seznam po v naprej določenih grobih kriterijih skrčil na 28 modulov. Od preostalih 28 modulov WiFi sem izbral 4, ki sem jih nato temeljito preučil ter uporabil v meritvah. Za potrebe meritev sem module priklopil na testno okolje preko vmesnika SPI in implementiral potrebne programske gonilnike na mikro krmilniku z arhitekturo ARM. Za meritev porabe sem uporabil digitalni tokovni merilnik s frekvenco vzorčenja do 20 kHz in natančnostjo reda 300 μA, za katerega sem implementiral knjižnico v skriptnem jeziku python. Osredotočil sem se na porabo energije pri uporabi enkripcije WPA2, ker je varnost podatkov vedno zahtevana. Rezultati meritve so pokazali, da se kljub primerljivim specifikacijam porabe modulov WiFi med različnimi proizvajalci, dejanska poraba energije zelo razlikuje. Poleg tega pa se od proizvajalca do proizvajalca razlikuje tudi zapletenost krmiljenja modulov WiFi, kar vpliva na stroške in čas razvoja.

Considerable attention has been paid to heavy episodic or “binge” drinking among college youth in the United States. Despite widespread use, the binge measure is perceived by some as a low intervention threshold. We use data from the Harvard School of Public Health College Alcohol Study ( n = 49,163) to describe patterns of consumption and harms along a continuum including the binge measure to demonstrate the validity of the binge threshold and prevention paradox in college. While the heaviest drinkers are at greatest risk for harm, they are relatively few and generate proportionately small amounts of all drinking-harms. The risk of harms is not zero among lower level drinkers in college. Because they are numerous, they account for the majority of harms. This paradoxical pattern suggests we moderate consumption among the majority using environmental approaches, the efficacy of which are described using case study data from a national prevention demonstration. Implications for prevention policy, programming, and media advocacy are discussed.