From 7873688a903986b31063135d2f4333ed467a949a Mon Sep 17 00:00:00 2001 From: Jan Konstant Date: Tue, 25 Jan 2022 15:28:02 +0100 Subject: [PATCH 01/13] added webpack bundling and caching --- package-lock.json | 906 ++++++++++++++++++++++++++++++++++++++++++---- package.json | 4 +- webpack.config.js | 52 ++- 3 files changed, 883 insertions(+), 79 deletions(-) diff --git a/package-lock.json b/package-lock.json index cc7b71b17..4ce786d10 100644 --- a/package-lock.json +++ b/package-lock.json @@ -53,6 +53,7 @@ "eslint-plugin-react-hooks": "^4.2.1-alpha-02f411578-20211019", "exports-loader": "^3.0.0", "file-loader": "^6.2.0", + "html-webpack-plugin": "^5.5.0", "imports-loader": "^3.0.0", "jest": "^27.3.1", "mini-css-extract-plugin": "^2.3.0", @@ -66,6 +67,7 @@ "style-loader": "^3.3.0", "url-loader": "^4.1.1", "webpack": "^5.56.1", + "webpack-bundle-analyzer": "^4.5.0", "webpack-cli": "^4.8.0", "webpack-dev-server": "^4.3.1" } @@ -2616,6 +2618,12 @@ "node": ">= 8" } }, + 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"https://registry.npmjs.org/supports-color/-/supports-color-7.2.0.tgz", + "integrity": "sha512-qpCAvRl9stuOHveKsn7HncJRvv501qIacKzQlO/+Lwxc9+0q2wLyv4Dfvt80/DPn2pqOBsJdDiogXGR9+OvwRw==", + "dev": true, + "requires": { + "has-flag": "^4.0.0" + } + } + } + }, "webpack-cli": { "version": "4.9.1", "resolved": "https://registry.npmjs.org/webpack-cli/-/webpack-cli-4.9.1.tgz", @@ -24265,12 +25043,6 @@ "resolved": "https://registry.npmjs.org/yargs-parser/-/yargs-parser-20.2.9.tgz", "integrity": "sha512-y11nGElTIV+CT3Zv9t7VKl+Q3hTQoT9a1Qzezhhl6Rp21gJ/IVTW7Z3y9EWXhuUBC2Shnf+DX0antecpAwSP8w==", "dev": true - }, - "yocto-queue": { - "version": "0.1.0", - "resolved": "https://registry.npmjs.org/yocto-queue/-/yocto-queue-0.1.0.tgz", - "integrity": "sha512-rVksvsnNCdJ/ohGc6xgPwyN8eheCxsiLM8mxuE/t/mOVqJewPuO1miLpTHQiRgTKCLexL4MeAFVagts7HmNZ2Q==", - "dev": true } } } diff --git a/package.json b/package.json index 36b22ac78..4ef57d9e0 100644 --- a/package.json +++ b/package.json @@ -8,7 +8,7 @@ }, "scripts": { "test": "jest", - "dev": "webpack --progress --watch --mode=development", + "dev": "webpack --progress --mode=development", "prod": "webpack --progress", "start": "webpack serve --progress --mode=development --env publicPath=http://localhost:8080/dist/", "lint": "eslint \"./vis/js/**/*.js?(x)\"" @@ -68,6 +68,7 @@ "eslint-plugin-react-hooks": "^4.2.1-alpha-02f411578-20211019", "exports-loader": "^3.0.0", "file-loader": "^6.2.0", + "html-webpack-plugin": "^5.5.0", "imports-loader": "^3.0.0", "jest": "^27.3.1", "mini-css-extract-plugin": "^2.3.0", @@ -81,6 +82,7 @@ "style-loader": "^3.3.0", "url-loader": "^4.1.1", "webpack": "^5.56.1", + "webpack-bundle-analyzer": "^4.5.0", "webpack-cli": "^4.8.0", "webpack-dev-server": "^4.3.1" }, diff --git a/webpack.config.js b/webpack.config.js index 36c3c9eb5..36f81e3f6 100644 --- a/webpack.config.js +++ b/webpack.config.js @@ -1,7 +1,10 @@ var config = require("./config.js"); const path = require("path"); const webpack = require("webpack"); +const HtmlWebpackPlugin = require("html-webpack-plugin"); const MiniCssExtractPlugin = require("mini-css-extract-plugin"); +const BundleAnalyzerPlugin = + require("webpack-bundle-analyzer").BundleAnalyzerPlugin; //const TARGET = process.env.npm_lifecycle_event; @@ -21,19 +24,25 @@ const getSkinExample = (skin) => { }; module.exports = (env) => { - const { publicPath, skin } = { ...config, ...env }; + const { publicPath, skin, analyzeBundle } = { ...config, ...env }; return { devtool: "eval-source-map", - entry: "./vis/entrypoint.js", + entry: { + headstart: "./vis/entrypoint.js", + }, output: { + filename: "[name].[contenthash].bundle.js", path: path.resolve(__dirname, "dist"), - //dev: specify a full path including protocol, production: specify full path excluding protocol + clean: true, + // dev: specify a full path including protocol + // production: specify full path excluding protocol publicPath: publicPath, - filename: "headstart.js", - libraryTarget: "var", - library: "headstart", + library: { + name: "headstart", + type: "var", + }, }, devServer: { @@ -72,18 +81,22 @@ module.exports = (env) => { chart: "Chart", }, plugins: [ + new HtmlWebpackPlugin({ + inject: false, + filename: "headstart.php", + templateContent: ({ htmlWebpackPlugin }) => + `${htmlWebpackPlugin.tags.headTags} + ${htmlWebpackPlugin.tags.bodyTags}`, + }), new webpack.ProvidePlugin({ process: "process/browser", }), new MiniCssExtractPlugin({ - // Options similar to the same options in webpackOptions.output - // all options are optional - filename: "headstart.css", - chunkFilename: "[id].css", - ignoreOrder: false, // Enable to remove warnings about conflicting order + filename: "[name].[contenthash].css", }), // can be used for simulating env variables new webpack.EnvironmentPlugin({}), + ...(analyzeBundle ? [new BundleAnalyzerPlugin()] : []), ], module: { rules: [ @@ -164,5 +177,22 @@ module.exports = (env) => { { test: /\.csl$/, type: "asset/source" }, ], }, + optimization: { + // deterministic = stable hashes between builds + moduleIds: "deterministic", + // single = optimized for import into same page + runtimeChunk: "single", + splitChunks: { + // max chunk size in B + maxSize: 500000, + cacheGroups: { + vendor: { + test: /[\\/]node_modules[\\/]/, + name: "vendors", + chunks: "all", + }, + }, + }, + }, }; }; From 0ccce3196f4431fd744478e9ccd38e9a437b41df Mon Sep 17 00:00:00 2001 From: Jan Konstant Date: Tue, 25 Jan 2022 17:23:38 +0100 Subject: [PATCH 02/13] webpack config cleanup --- webpack.config.js | 67 ++++++++++++++++++----------------------------- 1 file changed, 26 insertions(+), 41 deletions(-) diff --git a/webpack.config.js b/webpack.config.js index 36f81e3f6..e5b2cd9f0 100644 --- a/webpack.config.js +++ b/webpack.config.js @@ -1,33 +1,18 @@ -var config = require("./config.js"); const path = require("path"); -const webpack = require("webpack"); + +const { ProvidePlugin } = require("webpack"); const HtmlWebpackPlugin = require("html-webpack-plugin"); const MiniCssExtractPlugin = require("mini-css-extract-plugin"); -const BundleAnalyzerPlugin = - require("webpack-bundle-analyzer").BundleAnalyzerPlugin; - -//const TARGET = process.env.npm_lifecycle_event; +const { BundleAnalyzerPlugin } = require("webpack-bundle-analyzer"); -const getSkinExample = (skin) => { - switch (skin) { - case "": - return ["/project_website/base.html"]; - case "covis": - return ["/local_covis/"]; - case "triple": - return ["/local_triple/map.html"]; - case "viper": - return "/local_viper/"; - default: - return false; - } -}; +const config = require("./config.js"); module.exports = (env) => { const { publicPath, skin, analyzeBundle } = { ...config, ...env }; return { devtool: "eval-source-map", + entry: { headstart: "./vis/entrypoint.js", }, @@ -35,7 +20,6 @@ module.exports = (env) => { output: { filename: "[name].[contenthash].bundle.js", path: path.resolve(__dirname, "dist"), - clean: true, // dev: specify a full path including protocol // production: specify full path excluding protocol publicPath: publicPath, @@ -43,6 +27,7 @@ module.exports = (env) => { name: "headstart", type: "var", }, + clean: true, }, devServer: { @@ -55,13 +40,13 @@ module.exports = (env) => { }, resolve: { + // TODO clean up the aliases once the old modules are refactored alias: { // hypher: "hypher/dist/jquery.hypher.js", markjs: "mark.js/dist/jquery.mark.js", // paths - templates: path.resolve(__dirname, "vis/templates"), images: path.resolve(__dirname, "vis/images"), lib: path.resolve(__dirname, "vis/lib"), styles: path.resolve(__dirname, "vis/stylesheets"), @@ -70,16 +55,12 @@ module.exports = (env) => { config: path.resolve(__dirname, "vis/js/default-config.js"), headstart: path.resolve(__dirname, "vis/js/headstart.js"), mediator: path.resolve(__dirname, "vis/js/mediator.js"), - io: path.resolve(__dirname, "vis/js/io.js"), // building process: "process/browser", }, }, - externals: { - chart: "Chart", - }, plugins: [ new HtmlWebpackPlugin({ inject: false, @@ -88,31 +69,19 @@ module.exports = (env) => { `${htmlWebpackPlugin.tags.headTags} ${htmlWebpackPlugin.tags.bodyTags}`, }), - new webpack.ProvidePlugin({ + new ProvidePlugin({ process: "process/browser", }), new MiniCssExtractPlugin({ filename: "[name].[contenthash].css", }), - // can be used for simulating env variables - new webpack.EnvironmentPlugin({}), ...(analyzeBundle ? [new BundleAnalyzerPlugin()] : []), ], + module: { rules: [ { - test: require.resolve("hypher/dist/jquery.hypher.js"), - use: [ - { - loader: "imports-loader", - options: { - imports: ["default jquery $", "default jquery jQuery"], - }, - }, - ], - }, - { - test: /lib\/*.js/, + test: [require.resolve("hypher/dist/jquery.hypher.js"), /lib\/*.js/], use: [ { loader: "imports-loader", @@ -177,6 +146,7 @@ module.exports = (env) => { { test: /\.csl$/, type: "asset/source" }, ], }, + optimization: { // deterministic = stable hashes between builds moduleIds: "deterministic", @@ -196,3 +166,18 @@ module.exports = (env) => { }, }; }; + +const getSkinExample = (skin) => { + switch (skin) { + case "": + return ["/project_website/base.html"]; + case "covis": + return ["/local_covis/"]; + case "triple": + return ["/local_triple/map.html"]; + case "viper": + return "/local_viper/"; + default: + return false; + } +}; From 5bdd27f5d554b2adb96b8171f64cbd4ad3e91609 Mon Sep 17 00:00:00 2001 From: Jan Konstant Date: Mon, 31 Jan 2022 10:21:50 +0100 Subject: [PATCH 03/13] added main integration & triple local examples --- examples/local_triple/map.html | 327 ----------------- examples/local_triple/stream.html | 329 ------------------ .../project_website/data-config_pubmed.js | 49 --- examples/project_website/pubmed.html | 120 ------- .../main_integration}/css/main.css | 0 .../main_integration/data-config-base.js} | 0 .../main_integration/data-config-pubmed.js} | 47 +-- .../main_integration}/data/calcium.json | 0 .../data/climate-change.json | 0 .../main_integration}/data/covid.json | 0 .../data/digital-education.json | 0 .../main_integration/img/favicon-16x16.png | Bin 0 -> 519 bytes .../main_integration/img/favicon-32x32.png | Bin 0 -> 853 bytes .../triple/data-config-km.js} | 45 ++- examples/public/triple/data-config-sg.js | 125 +++++++ .../triple}/data/psychology-km.json | 0 .../triple}/data/psychology-sg.json | 0 .../public/triple/data/soft_skills-km.json | 10 + .../{project_website => templates}/base.html | 86 ++--- examples/templates/pubmed.html | 90 +++++ examples/templates/triple.html | 97 ++++++ package.json | 7 +- webpack.config.js | 101 ++++-- 23 files changed, 497 insertions(+), 936 deletions(-) delete mode 100644 examples/local_triple/map.html delete mode 100644 examples/local_triple/stream.html delete mode 100644 examples/project_website/data-config_pubmed.js delete mode 100644 examples/project_website/pubmed.html rename examples/{project_website => public/main_integration}/css/main.css (100%) rename examples/{project_website/data-config_base.js => public/main_integration/data-config-base.js} (100%) rename examples/{local_triple/js/data-config_km.js => public/main_integration/data-config-pubmed.js} (58%) rename examples/{project_website => public/main_integration}/data/calcium.json (100%) rename examples/{project_website => public/main_integration}/data/climate-change.json (100%) rename examples/{project_website => public/main_integration}/data/covid.json (100%) rename examples/{project_website => public/main_integration}/data/digital-education.json (100%) create mode 100644 examples/public/main_integration/img/favicon-16x16.png create mode 100644 examples/public/main_integration/img/favicon-32x32.png rename examples/{local_triple/js/data-config_sg.js => public/triple/data-config-km.js} (51%) create mode 100644 examples/public/triple/data-config-sg.js rename examples/{local_triple => public/triple}/data/psychology-km.json (100%) rename examples/{local_triple => public/triple}/data/psychology-sg.json (100%) create mode 100644 examples/public/triple/data/soft_skills-km.json rename examples/{project_website => templates}/base.html (72%) create mode 100644 examples/templates/pubmed.html create mode 100644 examples/templates/triple.html diff --git a/examples/local_triple/map.html b/examples/local_triple/map.html deleted file mode 100644 index cbabd7bcb..000000000 --- a/examples/local_triple/map.html +++ /dev/null @@ -1,327 +0,0 @@ - - - - - - - - Overview of research on psychology - - - - - - - - - - - - - - - - - - - - - - -
- -
- -
- - - - - - - - - - - \ No newline at end of file diff --git a/examples/local_triple/stream.html b/examples/local_triple/stream.html deleted file mode 100644 index 2c305a830..000000000 --- a/examples/local_triple/stream.html +++ /dev/null @@ -1,329 +0,0 @@ - - - - - - - - Overview of research on psychology - - - - - - - - - - - - - - - - - - - - - - -
- -
- -
- - - - - - - - - - - \ No newline at end of file diff --git a/examples/project_website/data-config_pubmed.js b/examples/project_website/data-config_pubmed.js deleted file mode 100644 index 3d0185c5a..000000000 --- a/examples/project_website/data-config_pubmed.js +++ /dev/null @@ -1,49 +0,0 @@ -var data_config = { - tag: "visualization", - mode: "local_files", - input_format: "json", - - service: "pubmed", - - bubble_min_scale: 1.2, - bubble_max_scale: 1, - paper_min_scale: 1, - paper_max_scale: 1, - - title: "", - base_unit: "citations", - use_area_uri: true, - show_multiples: false, - preview_type: "pdf", - sort_options: ["readers", "title", "authors", "year"], - is_force_areas: true, - language: "eng_pubmed", - area_force_alpha: 0.015, - show_list: true, - content_based: false, - - show_context: true, - create_title_from_context: true, - context_most_relevant_tooltip: true, - - embed_modal: true, - share_modal: true, - - doi_outlink: true, - filter_menu_dropdown: true, - filter_options: ["all", "open_access"], - show_keywords: true, - - is_evaluation: true, - - use_hypothesis: true, - - faqs_button: false, - faqs_url: "https://openknowledgemaps.org/faq", - - show_cite_button: true, - - highlight_query_terms: true, - show_context_oa_number: false, - -}; \ No newline at end of file diff --git a/examples/project_website/pubmed.html b/examples/project_website/pubmed.html deleted file mode 100644 index afc7d68e5..000000000 --- a/examples/project_website/pubmed.html +++ /dev/null @@ -1,120 +0,0 @@ - - - - - - - - - - Overview of research on "climate change" - Open Knowledge Maps - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- -
- -
- - - - - - - - - - - - - - - - - - - \ No newline at end of file diff --git a/examples/project_website/css/main.css b/examples/public/main_integration/css/main.css similarity index 100% rename from examples/project_website/css/main.css rename to examples/public/main_integration/css/main.css diff --git a/examples/project_website/data-config_base.js b/examples/public/main_integration/data-config-base.js similarity index 100% rename from examples/project_website/data-config_base.js rename to examples/public/main_integration/data-config-base.js diff --git a/examples/local_triple/js/data-config_km.js b/examples/public/main_integration/data-config-pubmed.js similarity index 58% rename from examples/local_triple/js/data-config_km.js rename to examples/public/main_integration/data-config-pubmed.js index 38c693687..c8b8ec8a2 100644 --- a/examples/local_triple/js/data-config_km.js +++ b/examples/public/main_integration/data-config-pubmed.js @@ -3,55 +3,46 @@ var data_config = { mode: "local_files", input_format: "json", - service: "triple", + service: "pubmed", + + bubble_min_scale: 1.2, + bubble_max_scale: 1, + paper_min_scale: 1, + paper_max_scale: 1, title: "", base_unit: "citations", use_area_uri: true, - show_dropdown: false, + show_multiples: false, preview_type: "pdf", - sort_options: ["relevance", "title", "authors", "year"], + sort_options: ["readers", "title", "authors", "year"], is_force_areas: true, language: "eng_pubmed", area_force_alpha: 0.015, - show_keywords: true, show_list: true, - content_based: true, - url_prefix: "", + content_based: false, show_context: true, create_title_from_context: true, + context_most_relevant_tooltip: true, + + embed_modal: true, + share_modal: true, doi_outlink: true, filter_menu_dropdown: true, - sort_menu_dropdown: true, filter_options: ["all", "open_access"], + show_keywords: true, - embed_modal: true, - share_modal: true, - hashtags_twitter_card: "okmaps,openscience,dataviz,GOTRIPLE", - faqs_button: false, - faqs_url: "https://openknowledgemaps.org/faq", + is_evaluation: true, - streamgraph_colors: [ - "#215A66", - "#66214A", - "#5D40FB", - "#CB40FB", - "#40C0FB", - "#FB4068", - "#FBB240", - "#40FBC8", - "#fee4bc", - "#bcfeec", - "#c6bcfe", - "#febcca", - ], + use_hypothesis: true, - highlight_query_terms: true, - filter_menu_dropdown: false, + faqs_button: false, + faqs_url: "https://openknowledgemaps.org/faq", show_cite_button: true, + highlight_query_terms: true, show_context_oa_number: false, }; diff --git a/examples/project_website/data/calcium.json b/examples/public/main_integration/data/calcium.json similarity index 100% rename from examples/project_website/data/calcium.json rename to examples/public/main_integration/data/calcium.json diff --git a/examples/project_website/data/climate-change.json b/examples/public/main_integration/data/climate-change.json similarity index 100% rename from examples/project_website/data/climate-change.json rename to examples/public/main_integration/data/climate-change.json diff --git a/examples/project_website/data/covid.json b/examples/public/main_integration/data/covid.json similarity index 100% rename from examples/project_website/data/covid.json rename to examples/public/main_integration/data/covid.json diff --git a/examples/project_website/data/digital-education.json b/examples/public/main_integration/data/digital-education.json similarity index 100% rename from examples/project_website/data/digital-education.json rename to examples/public/main_integration/data/digital-education.json diff --git a/examples/public/main_integration/img/favicon-16x16.png b/examples/public/main_integration/img/favicon-16x16.png new file mode 100644 index 0000000000000000000000000000000000000000..9ee7fe91268640c338f376cc48eeca7d69f6077f GIT binary patch literal 519 zcmeAS@N?(olHy`uVBq!ia0vp^0wB!63?wyl`GbKJOS+@4BLl<6e(pbstUx|vage(c z!@6@aFM*uQ0G|+7pUlGlM1a44|NZ#+t9RzIIm)YMvgW9N>gAvg!+_gU{O5;q{M%RSFje)_$_r=x zvdzm^*zK7=*(}D`bk?UR51(`X3BLDyCpaYNl9vsPAl{UNX0^vat7L5oTcpmj;u=Da^{7LljQmxN_pinIkes*iScj cEb!7}cqJ}a^2y0`D$oiBPgg&ebxsLQ05xIlQUCw| literal 0 HcmV?d00001 diff --git a/examples/public/main_integration/img/favicon-32x32.png b/examples/public/main_integration/img/favicon-32x32.png new file mode 100644 index 0000000000000000000000000000000000000000..d70813a9e7e25757ed808ecaf873ee7d5558b60d GIT binary patch literal 853 zcmeAS@N?(olHy`uVBq!ia0vp^3LwnE3?yBabR7dyEa{HEjtmSN`?>!lvI6;x#X;^) z4C~IxyaaMq2l#}z`eYXVrwo{QC%$<7&ORjb*1bnr)m`R($u>c0zkdIox?s)xm78ZR z-SFV?^VM7Se*W^!EjoY0&Vyl@HE-U1ID7fVhfklCtb=R1W)w9|?3lVp*EQBJvGn_o zpBj!4kDk7`bp6heQx}sl8@c20~GftqZ8AMBh{DK*d#BE{y6!2GgCD%*S z+_Urcc1sF%ai3Vv22{XV;1OBOz`!jG!i)^F=12fNzTVTtF~s8Z)Zm+CO$GwJixw#< zML8P?P4&Gga_80m`pC(i4B7r~U)Cm`xO1i`y(ysi(tGCEI-&bDlD#?T&MEb>dCX> zHP`z7$ggy&k}tTgeZGY=dH21ksz)}Y$}-Qi@AqG+vShi%^im!LNA^cMEzWJ~-k=v* zc3e-U%w^KLH|LiI-hR4V=|$|i`D%MyCx)MI(bDHSc=1?9(uenIy#5~-s>VDDo{_gB z(PzR+=ZAR$Hl8cl8@*W^%_p+93a9^MV(0MYK6_6%E#ucbgHV>L8*}$wdp)6|6jarqxY_ef|*9Z_zbTKi6{w5ELSKf%1_J8NmVGREJ#(z zEGS84V5pe$_!AFDVVH)-DgV=FJf8+JFe`KGC36ca3wuu%VHQ?!X)rmQ!mPYGMB(&} nD<_VeIU;j}{d9xJ0xvy=SK@*tpPWpmf)bUdtDnm{r-UW|UM!wp literal 0 HcmV?d00001 diff --git a/examples/local_triple/js/data-config_sg.js b/examples/public/triple/data-config-km.js similarity index 51% rename from examples/local_triple/js/data-config_sg.js rename to examples/public/triple/data-config-km.js index 38c693687..c3533d4f4 100644 --- a/examples/local_triple/js/data-config_sg.js +++ b/examples/public/triple/data-config-km.js @@ -1,4 +1,4 @@ -var data_config = { +var data_config_km = { tag: "visualization", mode: "local_files", input_format: "json", @@ -54,4 +54,47 @@ var data_config = { show_cite_button: true, show_context_oa_number: false, + + options: [ + { + id: "year_range", + multiple: false, + name: "Time Range", + type: "dropdown", + fields: [ + { id: "any-time-years", text: "All time" }, + { + id: "user-defined", + text: "Custom range", + class: "user-defined", + inputs: [ + { id: "from", label: "From: ", class: "time_input" }, + { id: "to", label: "To: ", class: "time_input" }, + ], + }, + ], + }, + { + id: "sorting", + multiple: false, + name: "Sorting", + type: "dropdown", + fields: [ + { id: "most-relevant", text: "Most relevant" }, + { id: "most-recent", text: "Most recent" }, + ], + }, + { + id: "language", + multiple: false, + name: "Language", + type: "dropdown", + fields: [ + { id: "all", text: "All languages" }, + { id: "en", text: "English" }, + { id: "fr", text: "Fran\u00e7ais" }, + { id: "es", text: "Espa\u00f1ol" }, + ], + }, + ], }; diff --git a/examples/public/triple/data-config-sg.js b/examples/public/triple/data-config-sg.js new file mode 100644 index 000000000..231b1452a --- /dev/null +++ b/examples/public/triple/data-config-sg.js @@ -0,0 +1,125 @@ +var data_config_sg = { + tag: "visualization", + mode: "local_files", + input_format: "json", + + service: "triple", + + title: "", + base_unit: "citations", + use_area_uri: true, + show_dropdown: false, + preview_type: "pdf", + sort_options: ["relevance", "title", "authors", "year"], + is_force_areas: true, + language: "eng_pubmed", + area_force_alpha: 0.015, + show_keywords: true, + show_list: true, + content_based: true, + url_prefix: "", + + show_context: true, + create_title_from_context: true, + + doi_outlink: true, + filter_menu_dropdown: true, + sort_menu_dropdown: true, + filter_options: ["all", "open_access"], + + embed_modal: true, + share_modal: true, + hashtags_twitter_card: "okmaps,openscience,dataviz,GOTRIPLE", + faqs_button: false, + faqs_url: "https://openknowledgemaps.org/faq", + + streamgraph_colors: [ + "#215A66", + "#66214A", + "#5D40FB", + "#CB40FB", + "#40C0FB", + "#FB4068", + "#FBB240", + "#40FBC8", + "#fee4bc", + "#bcfeec", + "#c6bcfe", + "#febcca", + ], + + highlight_query_terms: true, + filter_menu_dropdown: false, + + show_cite_button: true, + + show_context_oa_number: false, + + is_streamgraph: true, + show_area: false, + + options: [ + { + id: "year_range", + multiple: false, + name: "Time Range", + type: "dropdown", + fields: [ + { id: "any-time-years", text: "All time" }, + { + id: "user-defined", + text: "Custom range", + class: "user-defined", + inputs: [ + { id: "from", label: "From: ", class: "time_input" }, + { id: "to", label: "To: ", class: "time_input" }, + ], + }, + ], + }, + { + id: "sorting", + multiple: false, + name: "Sorting", + type: "dropdown", + fields: [ + { id: "most-relevant", text: "Most relevant" }, + { id: "most-recent", text: "Most recent" }, + ], + }, + { + id: "language", + multiple: false, + name: "Language", + type: "dropdown", + fields: [ + { id: "all", text: "All languages" }, + { id: "en", text: "English" }, + { id: "fr", text: "Fran\u00e7ais" }, + { id: "es", text: "Espa\u00f1ol" }, + ], + }, + { + id: "limit", + multiple: false, + name: "Limit", + type: "dropdown", + fields: [ + { id: "1000", text: "1000 documents" }, + { id: "100", text: "100 documents" }, + ], + }, + { + id: "sg_method", + multiple: false, + name: "Streamgraph method", + type: "dropdown", + fields: [ + { id: "count", text: "Count" }, + { id: "tfidf", text: "TF-IDF" }, + { id: "nmf", text: "NMF" }, + { id: "lda", text: "LDA" }, + ], + }, + ], +}; diff --git a/examples/local_triple/data/psychology-km.json b/examples/public/triple/data/psychology-km.json similarity index 100% rename from examples/local_triple/data/psychology-km.json rename to examples/public/triple/data/psychology-km.json diff --git a/examples/local_triple/data/psychology-sg.json b/examples/public/triple/data/psychology-sg.json similarity index 100% rename from examples/local_triple/data/psychology-sg.json rename to examples/public/triple/data/psychology-sg.json diff --git a/examples/public/triple/data/soft_skills-km.json b/examples/public/triple/data/soft_skills-km.json new file mode 100644 index 000000000..370b2b0ae --- /dev/null +++ b/examples/public/triple/data/soft_skills-km.json @@ -0,0 +1,10 @@ +{ + "context": { + "id": "3b7a3eee4140e0f6719ca2e16b440a68", + "query": "soft skills", + "service": "triple_km", + "timestamp": "Thu, 27 Jan 2022 08:39:38 GMT", + "params": "{\"from\":\"1809\",\"to\":\"2022\",\"sorting\":\"most-relevant\",\"language\":\"all\"}" + }, + "data": "[{\"id\":\"10670\\/1.2iil5u\",\"title\":\"The effect of soft-skills on French graduate pay\",\"title_en\":\"The effect of soft-skills on French graduate pay\",\"authors\":\"In\\u00e8s Albandea\",\"paper_abstract\":\"\",\"paper_abstract_en\":\"\",\"published_in\":\"HAL CCSD\",\"year\":\"2017-06-19\",\"url\":\"https:\\/\\/halshs.archives-ouvertes.fr\\/halshs-01614316\",\"readers\":0,\"subject_orig\":\"effect; soft-skills; pay : graduate; France\",\"subject\":\"effect; soft-skills; pay : graduate; France\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":95,\"cluster_labels\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\",\"x\":\"-0.562712790169933\",\"y\":\"0.255642021714326\",\"area_uri\":1,\"area\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\"},{\"id\":\"10670\\/1.2ryfme\",\"title\":\"Soft skills e humanities: un binomio inscindibile?\",\"title_en\":\"Soft skills e humanities: un binomio inscindibile?\",\"authors\":\"hfc\",\"paper_abstract\":\"Soft skills: una combinazione di parole che oggigiorno si sentono pronunciare spesso e che contengono al loro interno il futuro lavorativo di tutti noi. \\u00c8 un insieme di caratteristiche tanto incalcolabili quanto ricercate, soprattutto nell\\u2019ambito manageriale. Ma quali sono le skills pi\\u00f9 richieste nel prossimo futuro? E soprattutto, perch\\u00e9 le humanities risultano cos\\u00ec determinanti per la configurazione delle occupazioni che verranno? Cosa sono le soft skills Le \\u201ccompetenze leggere\\u201d comp...\",\"paper_abstract_en\":\"Soft skills: una combinazione di parole che oggigiorno si sentono pronunciare spesso e che contengono al loro interno il futuro lavorativo di tutti noi. \\u00c8 un insieme di caratteristiche tanto incalcolabili quanto ricercate, soprattutto nell\\u2019ambito manageriale. Ma quali sono le skills pi\\u00f9 richieste nel prossimo futuro? E soprattutto, perch\\u00e9 le humanities risultano cos\\u00ec determinanti per la configurazione delle occupazioni che verranno? Cosa sono le soft skills Le \\u201ccompetenze leggere\\u201d comp...\",\"published_in\":\"Humanities for Change\",\"year\":\"2020-01-10\",\"url\":\"http:\\/\\/hfc.hypotheses.org\\/101\",\"readers\":0,\"subject_orig\":\"\",\"subject\":\"binomio inscindibile; humanities binomio; skills humanities\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":49,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0361641803797744\",\"y\":\"-0.294639477453609\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"10670\\/1.4trvw4\",\"title\":\"Towards an extension of the competence\\u2019s field : the soft skills option. Contribution to an agentic approach of professional growth\",\"title_en\":\"Towards an extension of the competence\\u2019s field : the soft skills option. Contribution to an agentic approach of professional growth\",\"authors\":\"Delphine Theurelle-Stein\",\"paper_abstract\":\"In a world described as VICA (volatile, uncertain, complex and ambiguous), major international organizations (European Union, OECD, World Economic Forum, etc.) are multiplying studies to identify the skills of the 21st Century. Their results show that soft skills - skills that are neither knowledge nor know-how - are levers of individual and organizational performance (Carnevale & Smith, 2013). However, the concept of soft skill remains unclear and research on its development is rare (Boyatzis, 2006). The objective of our thesis is to develop a better knowledge of soft skills and their development modalities. To do this, we adopt a qualitative approach using different methodologies and fields of research: a multi-site exploratory study, an intervention research and the study of an extreme case (Yin, 2014). Our results, informed by Bandura's (2001) social cognitive theory, allow us to contribute to a better conceptual understanding of soft skills, to identify the personal and environmental factors of their development and ultimately, to submit recommendations for the implementation of a soft skills approach in organizations.\",\"paper_abstract_en\":\"In a world described as VICA (volatile, uncertain, complex and ambiguous), major international organizations (European Union, OECD, World Economic Forum, etc.) are multiplying studies to identify the skills of the 21st Century. Their results show that soft skills - skills that are neither knowledge nor know-how - are levers of individual and organizational performance (Carnevale & Smith, 2013). However, the concept of soft skill remains unclear and research on its development is rare (Boyatzis, 2006). The objective of our thesis is to develop a better knowledge of soft skills and their development modalities. To do this, we adopt a qualitative approach using different methodologies and fields of research: a multi-site exploratory study, an intervention research and the study of an extreme case (Yin, 2014). Our results, informed by Bandura's (2001) social cognitive theory, allow us to contribute to a better conceptual understanding of soft skills, to identify the personal and environmental factors of their development and ultimately, to submit recommendations for the implementation of a soft skills approach in organizations.\",\"published_in\":\"\",\"year\":\"2019-07-01\",\"url\":\"http:\\/\\/www.theses.fr\\/2019STRAB008\",\"readers\":0,\"subject_orig\":\"Soft skills; D\\u00e9veloppement professionnel; Th\\u00e9orie sociocognitive; Recherche qualitative; Soft skills; Professional growth; Social cognitive theory; Qualitative research; 658.31\",\"subject\":\"Soft skills; D\\u00e9veloppement professionnel; Th\\u00e9orie sociocognitive; Recherche qualitative; Soft skills; Professional growth; Social cognitive theory; Qualitative research\",\"concepts\":\"Concepts; Concept formation; Individuality; Individuation; Individuation (Philosophy); Individuals (Philosophy); Particulars (Philosophy); Jurisdiction; Notions (Philosophy); Possibility\",\"concepts_en\":\"Concepts; Concept formation; Individuality; Individuation; Individuation (Philosophy); Individuals (Philosophy); Particulars (Philosophy); Jurisdiction; Notions (Philosophy); Possibility\",\"oa_state\":2,\"link\":\"\",\"relevance\":24,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.039720313821001\",\"y\":\"-0.0586371163732458\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"10670\\/1.5q1ck3\",\"title\":\"Front Office professions in the era of soft skills\",\"title_en\":\"Front Office professions in the era of soft skills\",\"authors\":\"Aurore Giacomel; Beno\\u00eet Raveleau\",\"paper_abstract\":\"Social skills have always been at the heart of hospitality professions. However, we are now seeing a promotion and strengthening of these skills in the medium and high ranges of chain hotels as the main competitive advantage. The transformation of these hotels into \\\"Life Style\\\" offers includes changes in the consumption patterns of travel and tourism in order to attract ever more customers and retain them. Customers seek more authentic, unique relationships in their service experiences. The interpersonal skills and personality of the employees in contact have become essential resources for maximizing the quality of service. In the hotel industry, as in all service sectors, soft skills now take precedence over any other skill (Le Monde Economique, 2016). Human resources policies are thus oriented towards this strategic trend and employees are prescribed behavioral standards (Lhuillier, 2006). They are trained, recruited and evaluated in relation to them. These new HR practices, emanating from the strategic imperatives of the competitive environment of hotel firms, are changing the perception - but probably not the reality, as we will see - of front-office professions. We will tackle these different questions in this chapter, firstly from the evolution of the front office professions, through the specificities and challenges of professionalization, then consequences on the working experience of front office employees. and finally recruitment and appraisal practices.\",\"paper_abstract_en\":\"Social skills have always been at the heart of hospitality professions. However, we are now seeing a promotion and strengthening of these skills in the medium and high ranges of chain hotels as the main competitive advantage. The transformation of these hotels into \\\"Life Style\\\" offers includes changes in the consumption patterns of travel and tourism in order to attract ever more customers and retain them. Customers seek more authentic, unique relationships in their service experiences. The interpersonal skills and personality of the employees in contact have become essential resources for maximizing the quality of service. In the hotel industry, as in all service sectors, soft skills now take precedence over any other skill (Le Monde Economique, 2016). Human resources policies are thus oriented towards this strategic trend and employees are prescribed behavioral standards (Lhuillier, 2006). They are trained, recruited and evaluated in relation to them. These new HR practices, emanating from the strategic imperatives of the competitive environment of hotel firms, are changing the perception - but probably not the reality, as we will see - of front-office professions. We will tackle these different questions in this chapter, firstly from the evolution of the front office professions, through the specificities and challenges of professionalization, then consequences on the working experience of front office employees. and finally recruitment and appraisal practices.\",\"published_in\":\"HAL CCSD, ISTE Editions\",\"year\":\"2019-11-10\",\"url\":\"https:\\/\\/hal.univ-angers.fr\\/hal-02494755\",\"readers\":0,\"subject_orig\":\"m\\u00e9tiers; comp\\u00e9tences; Front Office; soft skills; h\\u00f4tellerie\",\"subject\":\"m\\u00e9tiers; comp\\u00e9tences; Front Office; soft skills; h\\u00f4tellerie\",\"concepts\":\"Evolution; Experience; Fiction--Philosophy; Novellas (Short novels); Metafiction; Fiction; Novels; Stories; Industries; Industrial production; Industry; Jurisdiction; Personality traits; Personality psychology; Personality; Personal identity; Personology; Personality theory; Traits, Personality; Reality; Style, Literary; Literature--Style; Literary style; Volition; Conation; Will\",\"concepts_en\":\"Evolution; Experience; Fiction--Philosophy; Novellas (Short novels); Metafiction; Fiction; Novels; Stories; Industries; Industrial production; Industry; Jurisdiction; Personality traits; Personality psychology; Personality; Personal identity; Personology; Personality theory; Traits, Personality; Reality; Style, Literary; Literature--Style; Literary style; Volition; Conation; Will\",\"oa_state\":2,\"link\":\"\",\"relevance\":69,\"cluster_labels\":\"Front office, Project management, Soft skills\",\"x\":\"-0.288681195550855\",\"y\":\"-0.183746688193316\",\"area_uri\":10,\"area\":\"Front office, Project management, Soft skills\"},{\"id\":\"10670\\/1.6sdd46\",\"title\":\"Le partenariat entre les entreprises classiques et les entreprises de l\\u2019\\u00c9conomie Sociale et Solidaire\\u00a0: g\\u00e9n\\u00e9rateur de `ibsoft skills`\\/ib\\u00a0?\",\"title_en\":\"Le partenariat entre les entreprises classiques et les entreprises de l\\u2019\\u00c9conomie Sociale et Solidaire\\u00a0: g\\u00e9n\\u00e9rateur de `ibsoft skills`\\/ib\\u00a0?\",\"authors\":\"Nathalie Tessier\",\"paper_abstract\":\"The partnerships between profit and nonprofit organizations create an environment with new opportunities for local economic development and social innovation. More precisely, in the management field, the partnerships can facilitate the emergence of soft skills among the employees involved in those projects. To do this, we first propose a literature review based on the partnerships (definition and context), and then we clarify the concept of soft skills. Secondly, we introduce the methodological framework of our study \\u201cPart\\u2019Innov\\u201d which is a 3-year multidisciplinary project with European Funds. Our main results reflect the emergence of soft skills in partnerships situations for both profit and nonprofit organizations. We suggest some practical implications.`np pagenum=\\\"202\\\"\\/b\",\"paper_abstract_en\":\"The partnerships between profit and nonprofit organizations create an environment with new opportunities for local economic development and social innovation. More precisely, in the management field, the partnerships can facilitate the emergence of soft skills among the employees involved in those projects. To do this, we first propose a literature review based on the partnerships (definition and context), and then we clarify the concept of soft skills. Secondly, we introduce the methodological framework of our study \\u201cPart\\u2019Innov\\u201d which is a 3-year multidisciplinary project with European Funds. Our main results reflect the emergence of soft skills in partnerships situations for both profit and nonprofit organizations. We suggest some practical implications.`np pagenum=\\\"202\\\"\\/b\",\"published_in\":\"\",\"year\":\"2021\",\"url\":\"http:\\/\\/www.cairn.info\\/article.php?ID_ARTICLE=QDM_212_0201\",\"readers\":0,\"subject_orig\":\"partenariats entreprises classiques et structures de l\\u2019ESS; GRH; soft skills; partnerships between profit and non-profit organizations; HRM; soft skills\",\"subject\":\"partenariats entreprises classiques et structures de l\\u2019ESS; GRH; soft skills; partnerships between profit and non-profit organizations; HRM; soft skills\",\"concepts\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Concepts; Concept formation; Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Development, Economic; Economic development; Economic growth; Growth, Economic; Economics; Economic theory; Political economy; Fiction--Philosophy; Novellas (Short novels); Metafiction; Fiction; Novels; Stories; Funding; Finance; Funds; Profit; Net income\",\"concepts_en\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Concepts; Concept formation; Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Development, Economic; Economic development; Economic growth; Growth, Economic; Economics; Economic theory; Political economy; Fiction--Philosophy; Novellas (Short novels); Metafiction; Fiction; Novels; Stories; Funding; Finance; Funds; Profit; Net income\",\"oa_state\":2,\"link\":\"\",\"relevance\":48,\"cluster_labels\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\",\"x\":\"-0.37123624140147\",\"y\":\"0.0336784484930061\",\"area_uri\":8,\"area\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\"},{\"id\":\"10670\\/1.8n6w0v\",\"title\":\"Tecnologias em sa\\u00fade aplic\\u00e1veis no curso de medicina \\/ Health technologies applicable in the medical course\",\"title_en\":\"Tecnologias em sa\\u00fade aplic\\u00e1veis no curso de medicina \\/ Health technologies applicable in the medical course\",\"authors\":\"Vit\\u00f3ria Rezende Megale Bernardes; H\\u00edgor Chagas Cardoso; Priscila Maria Alvares Usevicius; Guilherme Ant\\u00f4nio Ferreira de Sena Soare; K\\u00e1lita Oliveira Lisboa; Lucas Lafaerto Felix Maia; Giovanna Garcia Manso; Marcelo Fouad Rabahi\",\"paper_abstract\":\"A rela\\u00e7\\u00e3o m\\u00e9dico-paciente passou por diversas mudan\\u00e7as ao longo do tempo. Na atualidade observa-se a necessidade de um projeto \\u00e9tico-humanista para a forma\\u00e7\\u00e3o dos novos profissionais de sa\\u00fade a partir da utiliza\\u00e7\\u00e3o de novas tecnologias. Essas tecnologias n\\u00e3o se restringem apenas ao conjunto de instrumentos materiais do trabalho, sendo seu conceito ampliado para os saberes e seus desdobramentos materiais e n\\u00e3o materiais na produ\\u00e7\\u00e3o de servi\\u00e7os de sa\\u00fade. \\u00c9 necess\\u00e1rio que haja o desenvolvimento de habilidades espec\\u00edficas que abrangem tanto as tecnologias denominadas hard skills quanto as soft skills, exercendo assim uma medicina mais completa. As \\u201chard skills\\u201d, ou tecnologias duras ou pesadas, s\\u00e3o os equipamentos, as normas e as estruturas organizacionais e as \\u201csoft skills\\u201d abarcam as tecnologia est\\u00e1 relacionada com o acolhimento, v\\u00ednculo, autonomiza\\u00e7\\u00e3o e gest\\u00e3o. Sendo assim, este trabalho objetiva reconhecer as tecnologias aplicadas em sa\\u00fade categorizando-as de acordo com a necessidade do estudante de medicina ao longo do curso e da sua pr\\u00e1tica m\\u00e9dica.\",\"paper_abstract_en\":\"A rela\\u00e7\\u00e3o m\\u00e9dico-paciente passou por diversas mudan\\u00e7as ao longo do tempo. Na atualidade observa-se a necessidade de um projeto \\u00e9tico-humanista para a forma\\u00e7\\u00e3o dos novos profissionais de sa\\u00fade a partir da utiliza\\u00e7\\u00e3o de novas tecnologias. Essas tecnologias n\\u00e3o se restringem apenas ao conjunto de instrumentos materiais do trabalho, sendo seu conceito ampliado para os saberes e seus desdobramentos materiais e n\\u00e3o materiais na produ\\u00e7\\u00e3o de servi\\u00e7os de sa\\u00fade. \\u00c9 necess\\u00e1rio que haja o desenvolvimento de habilidades espec\\u00edficas que abrangem tanto as tecnologias denominadas hard skills quanto as soft skills, exercendo assim uma medicina mais completa. As \\u201chard skills\\u201d, ou tecnologias duras ou pesadas, s\\u00e3o os equipamentos, as normas e as estruturas organizacionais e as \\u201csoft skills\\u201d abarcam as tecnologia est\\u00e1 relacionada com o acolhimento, v\\u00ednculo, autonomiza\\u00e7\\u00e3o e gest\\u00e3o. Sendo assim, este trabalho objetiva reconhecer as tecnologias aplicadas em sa\\u00fade categorizando-as de acordo com a necessidade do estudante de medicina ao longo do curso e da sua pr\\u00e1tica m\\u00e9dica.\",\"published_in\":\"Instituto de Educa\\u00e7\\u00e3o e P\\u00f3s-Gradua\\u00e7\\u00e3o em Neg\\u00f3cios\",\"year\":\"2021-06-23\",\"url\":\"https:\\/\\/redib.org\\/Record\\/oai_articulo3279211-tecnologias-em-sa\\u00fade-aplic\\u00e1veis-curso-de-medicina--health-technologies-applicable-medical-course\",\"readers\":0,\"subject_orig\":\"Educa\\u00e7\\u00e3o M\\u00e9dica, Cuidado Centrado no Paciente, Tecnologia Educacional, Humaniza\\u00e7\\u00e3o da Assist\\u00eancia.\",\"subject\":\"Educa\\u00e7\\u00e3o M\\u00e9dica, Cuidado Centrado no Paciente, Tecnologia Educacional, Humaniza\\u00e7\\u00e3o \",\"concepts\":\"Concepts; Concept formation\",\"concepts_en\":\"Concepts; Concept formation\",\"oa_state\":2,\"link\":\"\",\"relevance\":97,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0858235615568554\",\"y\":\"-0.456181805724047\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"10670\\/1.b5lywc\",\"title\":\"How Volunteering Helps Students to Develop Soft Skills\",\"title_en\":\"How Volunteering Helps Students to Develop Soft Skills\",\"authors\":\"Albina Khasanzyanova\",\"paper_abstract\":\"It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills \\\\textendash so-called ``soft skills'' \\\\textendash are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of acquiring soft skills is volunteering with associations and non-governmental organisations (NGOs). This paper discusses the involvement of French third-level students in voluntary activities and the skills they acquire as a result. The author presents the findings of a study involving a questionnaire and semi-structured interviews. Results show that many students develop skills linked to their future professional career, that they reflect on this consciously and feel enriched by the experience. The author argues that ``non-professional'' activities like volunteering can be actively incorporated into students' learning process, making their overall experience of higher education more active, enjoyable and relevant. Learning through action was found to be the most important factor in the acquisition of soft skills. This article aims to contribute to research on the educational dimension of volunteering, demonstrating that it benefits both personal and professional development\",\"paper_abstract_en\":\"It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills \\\\textendash so-called ``soft skills'' \\\\textendash are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of acquiring soft skills is volunteering with associations and non-governmental organisations (NGOs). This paper discusses the involvement of French third-level students in voluntary activities and the skills they acquire as a result. The author presents the findings of a study involving a questionnaire and semi-structured interviews. Results show that many students develop skills linked to their future professional career, that they reflect on this consciously and feel enriched by the experience. The author argues that ``non-professional'' activities like volunteering can be actively incorporated into students' learning process, making their overall experience of higher education more active, enjoyable and relevant. Learning through action was found to be the most important factor in the acquisition of soft skills. This article aims to contribute to research on the educational dimension of volunteering, demonstrating that it benefits both personal and professional development\",\"published_in\":\"HAL CCSD, Springer Verlag\",\"year\":\"2017\",\"url\":\"https:\\/\\/hal.univ-reims.fr\\/hal-02104616\",\"readers\":0,\"subject_orig\":\"B\\u00e9n\\u00e9volat; Apprentissage par l'action\",\"subject\":\"B\\u00e9n\\u00e9volat; Apprentissage par l'action\",\"concepts\":\"Experience; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Learning; Learning process; Personality traits; Personality psychology; Personality; Personal identity; Personology; Personality theory; Traits, Personality; Postsecondary education; Post-secondary education; Post high school education; Tertiary education; Vocational training; Education, Vocational; Vocational education; Work experience\",\"concepts_en\":\"Experience; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Learning; Learning process; Personality traits; Personality psychology; Personality; Personal identity; Personology; Personality theory; Traits, Personality; Postsecondary education; Post-secondary education; Post high school education; Tertiary education; Vocational training; Education, Vocational; Vocational education; Work experience\",\"oa_state\":2,\"link\":\"\",\"relevance\":60,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.00730700394571555\",\"y\":\"0.128872081040867\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"10670\\/1.ew0mul\",\"title\":\"Front\\u2010Office Jobs in the Age of Soft Skills\",\"title_en\":\"Front\\u2010Office Jobs in the Age of Soft Skills\",\"authors\":\"Aurore Giacomel; Beno\\u00eet Raveleau\",\"paper_abstract\":\"The interpersonal skills and personalities of the front\\u2010office employees have become key resources in maximizing service quality in hospitality business. This chapter discusses how new human resource practices, resulting from the strategic imperatives of the competitive environment of hotel companies, are changing the perception of front\\u2010office jobs. The question of professionalization is now a central issue in the emergence of soft skills in front\\u2010office jobs. Based on Piot's work, the chapter considers the front\\u2010office jobs as an integral part of the professions of relationship with others whose activities require the subject's support and which aim to transform him, like other professions of human interaction. The hotel service experience that the customer retains comes from the direct interaction between the customer and the front\\u2010line employees. The chapter discusses consequences of professionalization on the work experience of the employees concerned, as well as the recruitment and appraisal practices.\",\"paper_abstract_en\":\"The interpersonal skills and personalities of the front\\u2010office employees have become key resources in maximizing service quality in hospitality business. This chapter discusses how new human resource practices, resulting from the strategic imperatives of the competitive environment of hotel companies, are changing the perception of front\\u2010office jobs. The question of professionalization is now a central issue in the emergence of soft skills in front\\u2010office jobs. Based on Piot's work, the chapter considers the front\\u2010office jobs as an integral part of the professions of relationship with others whose activities require the subject's support and which aim to transform him, like other professions of human interaction. The hotel service experience that the customer retains comes from the direct interaction between the customer and the front\\u2010line employees. The chapter discusses consequences of professionalization on the work experience of the employees concerned, as well as the recruitment and appraisal practices.\",\"published_in\":\"HAL CCSD, Wiley\",\"year\":\"2020-06-30\",\"url\":\"https:\\/\\/hal.univ-angers.fr\\/hal-02917335\",\"readers\":0,\"subject_orig\":\"Front\\u2010Office Jobs; Soft Skills; h\\u00f4tel\",\"subject\":\"Front\\u2010Office Jobs; Soft Skills; h\\u00f4tel\",\"concepts\":\"Experience; Social interaction; Symbolic interaction; Human interaction; Interaction, Social; Trade; Business; Vocational training; Education, Vocational; Vocational education; Work experience\",\"concepts_en\":\"Experience; Social interaction; Symbolic interaction; Human interaction; Interaction, Social; Trade; Business; Vocational training; Education, Vocational; Vocational education; Work experience\",\"oa_state\":2,\"link\":\"\",\"relevance\":94,\"cluster_labels\":\"Front office, Project management, Soft skills\",\"x\":\"-0.308242715116821\",\"y\":\"0.234340167176231\",\"area_uri\":10,\"area\":\"Front office, Project management, Soft skills\"},{\"id\":\"10670\\/1.hll5fc\",\"title\":\"Soft Skills\",\"title_en\":\"Soft Skills\",\"authors\":\"Julien Bouret; J\\u00e9r\\u00f4me Hoarau; Fabrice Maul\\u00e9on\",\"paper_abstract\":\"`pbPourquoi est-il urgent de s`bb\\u2019adapter au monde digital `\\/bb?`\\/pb`pbComment d\\u00e9velopper les`bb comp\\u00e9tences comportementales indispensables`\\/bb \\u00e0 votre avenir\\u00a0?`\\/pb`pbComment cultiver `bbvotre singularit\\u00e9 et votre flexibilit\\u00e9 `\\/bb?`pbQuelles techniques peuvent vous aider `bb\\u00e0 atteindre vos objectifs`\\/bb\\u00a0?`\\/pb`pbLes `bbSoft Skills `\\/bbsont les `bbcomp\\u00e9tences essentielles`\\/bb pour surfer sereinement sur le `bbfutur `\\/bbet `bbr\\u00e9pondre aux enjeux des transformations du monde professionnel.`\\/bb`\\/pb`pbCet ouvrage propose des `bbapproches innovantes`\\/bb pour d\\u00e9ployer vos Soft Skills au quotidien. Des `bbt\\u00e9moignages`\\/bb, des `bbfiches pratiques`\\/bb et des `bb\\u00e9valuations `\\/bbenrichissent les`bb techniques cl\\u00e9s`\\/bb n\\u00e9cessaires pour faire face \\u00e0 `bbl\\u2019intelligence artificielle `\\/bbde plus en plus pr\\u00e9sente en entreprise.`\\/pb\",\"paper_abstract_en\":\"`pbPourquoi est-il urgent de s`bb\\u2019adapter au monde digital `\\/bb?`\\/pb`pbComment d\\u00e9velopper les`bb comp\\u00e9tences comportementales indispensables`\\/bb \\u00e0 votre avenir\\u00a0?`\\/pb`pbComment cultiver `bbvotre singularit\\u00e9 et votre flexibilit\\u00e9 `\\/bb?`pbQuelles techniques peuvent vous aider `bb\\u00e0 atteindre vos objectifs`\\/bb\\u00a0?`\\/pb`pbLes `bbSoft Skills `\\/bbsont les `bbcomp\\u00e9tences essentielles`\\/bb pour surfer sereinement sur le `bbfutur `\\/bbet `bbr\\u00e9pondre aux enjeux des transformations du monde professionnel.`\\/bb`\\/pb`pbCet ouvrage propose des `bbapproches innovantes`\\/bb pour d\\u00e9ployer vos Soft Skills au quotidien. Des `bbt\\u00e9moignages`\\/bb, des `bbfiches pratiques`\\/bb et des `bb\\u00e9valuations `\\/bbenrichissent les`bb techniques cl\\u00e9s`\\/bb n\\u00e9cessaires pour faire face \\u00e0 `bbl\\u2019intelligence artificielle `\\/bbde plus en plus pr\\u00e9sente en entreprise.`\\/pb\",\"published_in\":\"Dunod\",\"year\":\"2018\",\"url\":\"http:\\/\\/www.cairn.info\\/numero.php?ID_NUMPUBLIE=DUNOD_BOURE_2018_01\",\"readers\":0,\"subject_orig\":\"\",\"subject\":\"soft skills\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":0,\"cluster_labels\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\",\"x\":\"-0.248191648024032\",\"y\":\"-0.36568159964504\",\"area_uri\":1,\"area\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\"},{\"id\":\"10670\\/1.knuzx5\",\"title\":\"Les `ibsoft skills`\\/ib au c\\u0153ur du portefeuille de comp\\u00e9tences des managers de demain\",\"title_en\":\"Les `ibsoft skills`\\/ib au c\\u0153ur du portefeuille de comp\\u00e9tences des managers de demain\",\"authors\":\"Delphine Theurelle-Stein; Isabelle Barth\",\"paper_abstract\":\"In a complex, moving and hypercompetitive world, organizations are placing increased emphasis on soft skills. In both higher education and organizations, the question of how to identify and develop individual soft skills is therefore of primary importance and leads them to propose innovative solutions. We present in this paper the design process of a digital platform dedicated to the evaluation and the development of soft skills. The design of this tool is the result of an action based research project conducted in a French Business School. This work is based both on a synthesis of the literature - focused on the concepts of competence, soft skills and learning - and on the results of studies conducted respectively with twenty-three HRM of French and international organizations, and with the different stakeholders of the Business School. The platform is designed in three ways\\u00a0: self-ref lection, experiential and collaborative learning.\",\"paper_abstract_en\":\"In a complex, moving and hypercompetitive world, organizations are placing increased emphasis on soft skills. In both higher education and organizations, the question of how to identify and develop individual soft skills is therefore of primary importance and leads them to propose innovative solutions. We present in this paper the design process of a digital platform dedicated to the evaluation and the development of soft skills. The design of this tool is the result of an action based research project conducted in a French Business School. This work is based both on a synthesis of the literature - focused on the concepts of competence, soft skills and learning - and on the results of studies conducted respectively with twenty-three HRM of French and international organizations, and with the different stakeholders of the Business School. The platform is designed in three ways\\u00a0: self-ref lection, experiential and collaborative learning.\",\"published_in\":\"\",\"year\":\"2017\",\"url\":\"http:\\/\\/www.cairn.info\\/article.php?ID_ARTICLE=MAV_095_0129\",\"readers\":0,\"subject_orig\":\"\",\"subject\":\"au c\\u0153ur; c\\u0153ur du; comp\\u00e9tences des\",\"concepts\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Concepts; Concept formation; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Iconography; Art; Arts, Visual; Arts, Fine; Art, Occidental; Visual arts; Art, Visual; Western art (Western countries); Fine arts; Occidental art; Art, Western (Western countries); Individuality; Individuation; Individuation (Philosophy); Individuals (Philosophy); Particulars (Philosophy); Jurisdiction; Learning; Learning process; Self (Philosophy); Trade; Business\",\"concepts_en\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Concepts; Concept formation; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Iconography; Art; Arts, Visual; Arts, Fine; Art, Occidental; Visual arts; Art, Visual; Western art (Western countries); Fine arts; Occidental art; Art, Western (Western countries); Individuality; Individuation; Individuation (Philosophy); Individuals (Philosophy); Particulars (Philosophy); Jurisdiction; Learning; Learning process; Self (Philosophy); Trade; Business\",\"oa_state\":2,\"link\":\"\",\"relevance\":43,\"cluster_labels\":\"Sebagai BEKAL kewirausahaan, Characteristics of Madrasah, C\\u0153ur du portefeuille\",\"x\":\"-0.17901712286412\",\"y\":\"0.201475259746085\",\"area_uri\":9,\"area\":\"Sebagai BEKAL kewirausahaan, Characteristics of Madrasah, C\\u0153ur du portefeuille\"},{\"id\":\"10670\\/1.m62oo2\",\"title\":\"Empregabilidade e compet\\u00eancias de graduandos do ensino superiorl: um estudo para Portugal\",\"title_en\":\"Empregabilidade e compet\\u00eancias de graduandos do ensino superiorl: um estudo para Portugal\",\"authors\":\"Maria de Lourdes Machado-Taylor; Cassio Frederico Camargo Rolim\",\"paper_abstract\":\"One of the biggest problems nowadays is the unemployment among graduates. However, it is a paradox due to the emphasis on the development\\u2019s literature on knowledge and innovation as a motor for modern economies. The universities, particularly in the European Union, never formed so many young as now but, on the other hand, the enterprises hardly meet new employees with the necessary skills. The literature on this topic discusses the skills that these graduates will need to meet the requirements of the labour market. Divided into professional skills and interpersonal communication (soft) skills. The first are those basic skills in technical training. They are acquired in higher education institutions, (HEIs). The second, the soft skills, were initially considered skills acquired outside of the school system. The current state of the debate considers that they should be acquired at school using new pedagogical methodologies. This paper is a report of the review of a literature considering the constraints of the employability of graduates and soft skills and, also, a systematization and analysis of basic statistics of graduates\\u2019 unemployment in Portugal.\",\"paper_abstract_en\":\"One of the biggest problems nowadays is the unemployment among graduates. However, it is a paradox due to the emphasis on the development\\u2019s literature on knowledge and innovation as a motor for modern economies. The universities, particularly in the European Union, never formed so many young as now but, on the other hand, the enterprises hardly meet new employees with the necessary skills. The literature on this topic discusses the skills that these graduates will need to meet the requirements of the labour market. Divided into professional skills and interpersonal communication (soft) skills. The first are those basic skills in technical training. They are acquired in higher education institutions, (HEIs). The second, the soft skills, were initially considered skills acquired outside of the school system. The current state of the debate considers that they should be acquired at school using new pedagogical methodologies. This paper is a report of the review of a literature considering the constraints of the employability of graduates and soft skills and, also, a systematization and analysis of basic statistics of graduates\\u2019 unemployment in Portugal.\",\"published_in\":\"\",\"year\":\"2018\",\"url\":\"https:\\/\\/dialnet.unirioja.es\\/servlet\\/oaiart?codigo=7204532\",\"readers\":0,\"subject_orig\":\"soft skills; emprego de graduados; desemprego de graduados em Portugal; soft skills; empleos de graduados; desempleo joven; desempleo de graduados en Portugal; soft skills; desemprego jovem; young unemployment; graduates\\u2019 unemployment in Portugal; graduates' employability\",\"subject\":\"soft skills; emprego de graduados; desemprego de graduados em Portugal; soft skills; empleos de graduados; desempleo joven; desempleo de graduados en Portugal; soft skills; desemprego jovem; young unemployment; graduates\\u2019 unemployment in Portugal; graduates' employability\",\"concepts\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Economics; Economic theory; Political economy; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Interpersonal communication; Mass communication; Communication; Communication, Primitive; Postsecondary education; Post-secondary education; Post high school education; Tertiary education; Volition; Conation; Will\",\"concepts_en\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Economics; Economic theory; Political economy; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Interpersonal communication; Mass communication; Communication; Communication, Primitive; Postsecondary education; Post-secondary education; Post high school education; Tertiary education; Volition; Conation; Will\",\"oa_state\":2,\"link\":\"\",\"relevance\":40,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.0730556743746184\",\"y\":\"0.113083848858038\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"10670\\/1.mm33l1\",\"title\":\"Former les futurs managers \\u00e0 des comp\\u00e9tences qui n'existent pas : les jeux de simulation de gestion comme vecteur d'apprentissage\",\"title_en\":\"Former les futurs managers \\u00e0 des comp\\u00e9tences qui n'existent pas : les jeux de simulation de gestion comme vecteur d'apprentissage\",\"authors\":\"Isabelle Barth; Isabelle G\\u00e9niaux\",\"paper_abstract\":\"Future French managers are educated in business schools and at the University. Many of them follow specialized courses in management. We notice that courses remain centred on classic knowledge and know-how, in a context of search for efficiency and restricted resource. At the same time, the environment of managers\\u2019 activity has deeply changed these last years and the skills required to be a good manager are now different. Some studies (Sharma, 2009) point out the importance of soft skills to reach an employment, and to succeed in a career development. At the same time these soft skills are little developed in higher education courses. We`np pagenum=\\\"317\\\"\\/b hypothesize that classic pedagogies have now reached their limits. Hence, efforts are made to propose innovative pedagogies, and some programmes use \\u201csimulation games\\u201d to teach management. Beyond classic objectives of management education, these games contribute to new social and relational skills : systematic approach, group decision making \\u2026 We hypothesize that \\u201csimulation games\\u201d help future managers to be aware, and to improve their new soft skills.\",\"paper_abstract_en\":\"Future French managers are educated in business schools and at the University. Many of them follow specialized courses in management. We notice that courses remain centred on classic knowledge and know-how, in a context of search for efficiency and restricted resource. At the same time, the environment of managers\\u2019 activity has deeply changed these last years and the skills required to be a good manager are now different. Some studies (Sharma, 2009) point out the importance of soft skills to reach an employment, and to succeed in a career development. At the same time these soft skills are little developed in higher education courses. We`np pagenum=\\\"317\\\"\\/b hypothesize that classic pedagogies have now reached their limits. Hence, efforts are made to propose innovative pedagogies, and some programmes use \\u201csimulation games\\u201d to teach management. Beyond classic objectives of management education, these games contribute to new social and relational skills : systematic approach, group decision making \\u2026 We hypothesize that \\u201csimulation games\\u201d help future managers to be aware, and to improve their new soft skills.\",\"published_in\":\"\",\"year\":\"2010\",\"url\":\"http:\\/\\/www.cairn.info\\/article.php?ID_ARTICLE=MAV_036_0316\",\"readers\":0,\"subject_orig\":\"\",\"subject\":\"former les; \\u00e0 des; vecteur apprentissage\",\"concepts\":\"Consciousness; Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Employment (Economic theory); Evolution; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Learning; Learning process; Mass communication; Communication; Communication, Primitive; Number concept; Occupational training; Vocational training; Manpower training programs; Job training; Manpower development and training; Trade; Business\",\"concepts_en\":\"Consciousness; Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Employment (Economic theory); Evolution; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Learning; Learning process; Mass communication; Communication; Communication, Primitive; Number concept; Occupational training; Vocational training; Manpower training programs; Job training; Manpower development and training; Trade; Business\",\"oa_state\":2,\"link\":\"\",\"relevance\":92,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.104443036712087\",\"y\":\"0.182842776894995\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"10670\\/1.mwa8jv\",\"title\":\"Soft-skills and labour market outcomes : the case of young people French graduates\",\"title_en\":\"Soft-skills and labour market outcomes : the case of young people French graduates\",\"authors\":\"In\\u00e8s Albandea; Jean-Fran\\u00e7ois Giret\",\"paper_abstract\":\"Young people throughout the course of their education and training within or outside the educational system can acquire a range of skills that they may make use of on the labour market. Much research has recently been done into the impact of soft skills, that is, non-cognitive skills, on the labour market in connection with \\\"people skills\\\" that might influence employability. We have attempted to construct soft-skill indicators and then to measure their effects on graduate pay on the basis of a study of a sample of masters graduates having responded to the C\\u00e9req Generation 2010 survey and re-surveyed in 2014. We show that certain soft skills explain a proportion of the remuneration of young masters graduates from business and engineering schools. They influence the highest salaries in particular, suggesting that these soft skills are important for the most highly skilled jobs.\",\"paper_abstract_en\":\"Young people throughout the course of their education and training within or outside the educational system can acquire a range of skills that they may make use of on the labour market. Much research has recently been done into the impact of soft skills, that is, non-cognitive skills, on the labour market in connection with \\\"people skills\\\" that might influence employability. We have attempted to construct soft-skill indicators and then to measure their effects on graduate pay on the basis of a study of a sample of masters graduates having responded to the C\\u00e9req Generation 2010 survey and re-surveyed in 2014. We show that certain soft skills explain a proportion of the remuneration of young masters graduates from business and engineering schools. They influence the highest salaries in particular, suggesting that these soft skills are important for the most highly skilled jobs.\",\"published_in\":\"HAL CCSD\",\"year\":\"2016-10-19\",\"url\":\"https:\\/\\/halshs.archives-ouvertes.fr\\/halshs-01413126\",\"readers\":0,\"subject_orig\":\"Soft-skill; abour market outcome; young people; graduate; France\",\"subject\":\"Soft-skill; abour market outcome; young people; graduate; France\",\"concepts\":\"Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Trade; Business\",\"concepts_en\":\"Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Trade; Business\",\"oa_state\":2,\"link\":\"\",\"relevance\":32,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.0550954243586737\",\"y\":\"0.0906208239892663\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"10670\\/1.nvohwl\",\"title\":\"Soft skills, hard skills, individual innovativeness, and migration: evidence from Indonesia\",\"title_en\":\"Soft skills, hard skills, individual innovativeness, and migration: evidence from Indonesia\",\"authors\":\"Achmad Fajar Hendarman\",\"paper_abstract\":\"Der Mensch hat unterschiedliche Rollen im sozialen und wirtschaftlichen Kontext. Im sozialen Kontext existieren Individuen in einer Familie, in der Gesellschaft und in einer Nation. Sie haben hier Sozialkapital. Aus \\u00f6konomischer Sicht haben Individuen auch als Humankapital in einer Familie, in einer Firma und in einer breiteren Organisation oder Institution auf lokaler, regionaler oder internationaler Ebene eine Bedeutung. Dar\\u00fcber hinaus Spielt Humankapital auf makro\\u00f6konomischer Ebene eine Rolle f\\u00fcr den komparativen Vorteil unter den Nationen der Welt (Benhabib und Spiegel 1994). Besseres Humankapital kann in angemessenem Ma\\u00dfe im sozialen und wirtschaftlichen Umfeld und ihrer Entwicklung beitragen. Mitarbeiter k\\u00f6nnen Innovation und feste Leistung vorantreiben. Sie nutzen ihr Wissen, ihre F\\u00e4higkeiten, ihre Erfahrung und ihr Netzwerk f\\u00fcr ihre t\\u00e4glichen Aufgaben. Ihr Wissen und ihre F\\u00e4higkeiten k\\u00f6nnen durch Erziehung, Ausbildung und Interaktionen entwickelt werden (Blundell et al., 1999). Individuen lernen voneinander durch Wissenstransfer (knowledge transfer), allerdings immer in Abh\\u00e4ngigkeit ihrer individuellen Absorptionsf\\u00e4higkeit (absorptive capacity). Innovation ist der Prozess zur Schaffung eines neuen Produkts oder einer neuen Dienstleistung, entweder mit neuen Methoden oder neuen Technologien, die am Ende von einigen Kunden auf dem Markt akzeptiert werden. Die Neuheit der Produkte oder Dienstleistungen kann dabei inkrementell oder radikal sein. Insgesamt betreffen Innovationen die gesamte Managementfunktion in einer Organisation. Es ist mit den Forschungs- und Entwicklungsaktivit\\u00e4ten, dem Produktions- und Betriebsprozess, dem Finanzmanagement, dem Humankapital und dem Management sowie dem Marketingmanagement verbunden. Jede Funktion sollte neue Methoden zur Unterst\\u00fctzung des Innovationsprozesses liefern und vorschlagen.\",\"paper_abstract_en\":\"Der Mensch hat unterschiedliche Rollen im sozialen und wirtschaftlichen Kontext. Im sozialen Kontext existieren Individuen in einer Familie, in der Gesellschaft und in einer Nation. Sie haben hier Sozialkapital. Aus \\u00f6konomischer Sicht haben Individuen auch als Humankapital in einer Familie, in einer Firma und in einer breiteren Organisation oder Institution auf lokaler, regionaler oder internationaler Ebene eine Bedeutung. Dar\\u00fcber hinaus Spielt Humankapital auf makro\\u00f6konomischer Ebene eine Rolle f\\u00fcr den komparativen Vorteil unter den Nationen der Welt (Benhabib und Spiegel 1994). Besseres Humankapital kann in angemessenem Ma\\u00dfe im sozialen und wirtschaftlichen Umfeld und ihrer Entwicklung beitragen. Mitarbeiter k\\u00f6nnen Innovation und feste Leistung vorantreiben. Sie nutzen ihr Wissen, ihre F\\u00e4higkeiten, ihre Erfahrung und ihr Netzwerk f\\u00fcr ihre t\\u00e4glichen Aufgaben. Ihr Wissen und ihre F\\u00e4higkeiten k\\u00f6nnen durch Erziehung, Ausbildung und Interaktionen entwickelt werden (Blundell et al., 1999). Individuen lernen voneinander durch Wissenstransfer (knowledge transfer), allerdings immer in Abh\\u00e4ngigkeit ihrer individuellen Absorptionsf\\u00e4higkeit (absorptive capacity). Innovation ist der Prozess zur Schaffung eines neuen Produkts oder einer neuen Dienstleistung, entweder mit neuen Methoden oder neuen Technologien, die am Ende von einigen Kunden auf dem Markt akzeptiert werden. Die Neuheit der Produkte oder Dienstleistungen kann dabei inkrementell oder radikal sein. Insgesamt betreffen Innovationen die gesamte Managementfunktion in einer Organisation. Es ist mit den Forschungs- und Entwicklungsaktivit\\u00e4ten, dem Produktions- und Betriebsprozess, dem Finanzmanagement, dem Humankapital und dem Management sowie dem Marketingmanagement verbunden. Jede Funktion sollte neue Methoden zur Unterst\\u00fctzung des Innovationsprozesses liefern und vorschlagen.\",\"published_in\":\"\",\"year\":\"2017\",\"url\":\"http:\\/\\/uri.gbv.de\\/document\\/gvk:ppn:890246254\",\"readers\":0,\"subject_orig\":\"Abschlussarbeit; doctoral thesis; ddc:330; Indonesien -- Entrepreneurship -- Innovation\",\"subject\":\"Abschlussarbeit; doctoral thesis; Indonesien; Entrepreneurship; Innovation\",\"concepts\":\"Becoming (Philosophy); Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Evolution; Experience; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Individuality; Individuation; Individuation (Philosophy); Individuals (Philosophy); Particulars (Philosophy); Learning; Learning process; Occupational training; Vocational training; Manpower training programs; Job training; Manpower development and training; Ontology; Being; Proof; Evidence; Reference (Linguistics); Signification (Linguistics)\",\"concepts_en\":\"Becoming (Philosophy); Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Evolution; Experience; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Individuality; Individuation; Individuation (Philosophy); Individuals (Philosophy); Particulars (Philosophy); Learning; Learning process; Occupational training; Vocational training; Manpower training programs; Job training; Manpower development and training; Ontology; Being; Proof; Evidence; Reference (Linguistics); Signification (Linguistics)\",\"oa_state\":2,\"link\":\"https:\\/\\/www.db-thueringen.de\\/servlets\\/MCRFileNodeServlet\\/dbt_derivate_00038690\\/Dissertation_Signed_Achmad%20Fajar%20Hendarman_5May2017_PDF%20A.pdf\",\"relevance\":57,\"cluster_labels\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\",\"x\":\"-0.2715190616093\",\"y\":\"0.459139361731674\",\"area_uri\":1,\"area\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\"},{\"id\":\"10670\\/1.p0ww8w\",\"title\":\"La bo\\u00eete \\u00e0 outils des soft skills\",\"title_en\":\"La bo\\u00eete \\u00e0 outils des soft skills\",\"authors\":\"Nathalie Van Laethem; Jean-Marc Josset\",\"paper_abstract\":\"`pbR\\u00e9fl\\u00e9xivit\\u00e9, adaptabilit\\u00e9, estime de soi, motivation, efficience, gestion du stress, aisance relationnelle, \\u00e9coute, cr\\u00e9ativit\\u00e9, coop\\u00e9ration\\u00a0: 10 comp\\u00e9tences transversales indispensables pour r\\u00e9ussir et s'\\u00e9panouir au travail, aujourd'hui et demain.`\\/pb `pbS\\u2019appuyant sur des r\\u00e9f\\u00e9rences acad\\u00e9miques et les derni\\u00e8res avanc\\u00e9es en terme de recherche comportementale, ce livre propose des outils op\\u00e9rationnels sur les ces dix principales `ibsoft skills`\\/ib. Des tests, exercices, auto-diagnostics permettent aux lecteurs de devenir acteurs de leur r\\u00e9ussite en mobilisant des comportements pertinents dans leur contexte professionnel, d\\u2019exp\\u00e9rimenter \\u00e9motions et sentiments et enfin de passer du culte de la r\\u00e9ponse \\u00e0 celui de la bonne question\\u00a0!`\\/pb\",\"paper_abstract_en\":\"`pbR\\u00e9fl\\u00e9xivit\\u00e9, adaptabilit\\u00e9, estime de soi, motivation, efficience, gestion du stress, aisance relationnelle, \\u00e9coute, cr\\u00e9ativit\\u00e9, coop\\u00e9ration\\u00a0: 10 comp\\u00e9tences transversales indispensables pour r\\u00e9ussir et s'\\u00e9panouir au travail, aujourd'hui et demain.`\\/pb `pbS\\u2019appuyant sur des r\\u00e9f\\u00e9rences acad\\u00e9miques et les derni\\u00e8res avanc\\u00e9es en terme de recherche comportementale, ce livre propose des outils op\\u00e9rationnels sur les ces dix principales `ibsoft skills`\\/ib. Des tests, exercices, auto-diagnostics permettent aux lecteurs de devenir acteurs de leur r\\u00e9ussite en mobilisant des comportements pertinents dans leur contexte professionnel, d\\u2019exp\\u00e9rimenter \\u00e9motions et sentiments et enfin de passer du culte de la r\\u00e9ponse \\u00e0 celui de la bonne question\\u00a0!`\\/pb\",\"published_in\":\"Dunod\",\"year\":\"2020\",\"url\":\"http:\\/\\/www.cairn.info\\/numero.php?ID_NUMPUBLIE=DUNOD_VANL_2020_01\",\"readers\":0,\"subject_orig\":\"\",\"subject\":\"\\u00e0 outils; bo\\u00eete \\u00e0; la bo\\u00eete\",\"concepts\":\"Becoming (Philosophy); Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Cult; Cultus; Worship; Emotions (Philosophy); Human emotions; Passions; Feelings; Emotions; Mental stress; Emotional stress; Stress (Psychology); Psychological stress; Tension (Psychology); Psychology of action; Drive (Psychology); Action, Psychology of; Motivation (Psychology); Self (Philosophy)\",\"concepts_en\":\"Becoming (Philosophy); Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Cult; Cultus; Worship; Emotions (Philosophy); Human emotions; Passions; Feelings; Emotions; Mental stress; Emotional stress; Stress (Psychology); Psychological stress; Tension (Psychology); Psychology of action; Drive (Psychology); Action, Psychology of; Motivation (Psychology); Self (Philosophy)\",\"oa_state\":2,\"link\":\"\",\"relevance\":59,\"cluster_labels\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\",\"x\":\"-0.469099370245152\",\"y\":\"-0.295289458566306\",\"area_uri\":1,\"area\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\"},{\"id\":\"10670\\/1.qzjmkn\",\"title\":\"The Importance of Soft Skills and it Project Managers\\u2019 Personality Type\",\"title_en\":\"The Importance of Soft Skills and it Project Managers\\u2019 Personality Type\",\"authors\":\"Cristiane Drebes Pedron; C\\u00edntia Ara\\u00fajo\",\"paper_abstract\":\"Information technology (IT) is a strategic element in business as it is fundamental to create value to organizations. To be efficient, project managers need to develop other competencies besides their technical skills (\\u201chard skills\\u201d). This paper aims to show the importance of\\u00a0soft skills\\u00a0in the development of IT project managers\\u2019 competencies by answering the following questions (1) \\u201cwhich is the impact of \\u201csoft skills\\u201d on IT projects management?\\u201d and (2) \\u201cthe personality type of the project manager can influence the development of his\\/her\\u00a0soft skills?\\u201d. To answer these questions, we conducted an exploratory and qualitative research. To collect data, we interviewed IT project managers and applied the MBTI test to identify their personality type. As we crossed the results of MBTI tests and content of the interviews, we noticed that some professionals have a personality type that might hinder them from developing some\\u00a0soft skills. Another important finding is that leadership and communication are the most important\\u00a0soft skills\\u00a0in project management according to IT project managers.\\u00a0 This research contributes to the academia as it indicates opportunities for further studies on the relationship of personality type and competence development. A managerial implication of research results is that managers and leaders can use personality tests such as MBTI to prevent relationship conflicts in teams as well as to design training programs that best suit their subordinates\\u2019 personality traits.\",\"paper_abstract_en\":\"Information technology (IT) is a strategic element in business as it is fundamental to create value to organizations. To be efficient, project managers need to develop other competencies besides their technical skills (\\u201chard skills\\u201d). This paper aims to show the importance of\\u00a0soft skills\\u00a0in the development of IT project managers\\u2019 competencies by answering the following questions (1) \\u201cwhich is the impact of \\u201csoft skills\\u201d on IT projects management?\\u201d and (2) \\u201cthe personality type of the project manager can influence the development of his\\/her\\u00a0soft skills?\\u201d. To answer these questions, we conducted an exploratory and qualitative research. To collect data, we interviewed IT project managers and applied the MBTI test to identify their personality type. As we crossed the results of MBTI tests and content of the interviews, we noticed that some professionals have a personality type that might hinder them from developing some\\u00a0soft skills. Another important finding is that leadership and communication are the most important\\u00a0soft skills\\u00a0in project management according to IT project managers.\\u00a0 This research contributes to the academia as it indicates opportunities for further studies on the relationship of personality type and competence development. A managerial implication of research results is that managers and leaders can use personality tests such as MBTI to prevent relationship conflicts in teams as well as to design training programs that best suit their subordinates\\u2019 personality traits.\",\"published_in\":\"\",\"year\":\"2015\",\"url\":\"https:\\/\\/dialnet.unirioja.es\\/servlet\\/oaiart?codigo=6806361\",\"readers\":0,\"subject_orig\":\"MBTI; soft skills; project manager competencies; information technology; competence development\",\"subject\":\"MBTI; soft skills; project manager competencies; information technology; competence development\",\"concepts\":\"Mass communication; Communication; Communication, Primitive; Mental types; Psychological types; Types, Psychological; Types, Mental; Typology (Psychology); Type (Psychology); Personality traits; Personality psychology; Personality; Personal identity; Personology; Personality theory; Traits, Personality; Trade; Business; Value; Standard of value; Values; Worth; Axiology\",\"concepts_en\":\"Mass communication; Communication; Communication, Primitive; Mental types; Psychological types; Types, Psychological; Types, Mental; Typology (Psychology); Type (Psychology); Personality traits; Personality psychology; Personality; Personal identity; Personology; Personality theory; Traits, Personality; Trade; Business; Value; Standard of value; Values; Worth; Axiology\",\"oa_state\":2,\"link\":\"\",\"relevance\":41,\"cluster_labels\":\"Front office, Project management, Soft skills\",\"x\":\"-0.329029107602335\",\"y\":\"0.0952455826544054\",\"area_uri\":10,\"area\":\"Front office, Project management, Soft skills\"},{\"id\":\"10670\\/1.tlaf8o\",\"title\":\"D\\u00e9veloppement de soft skills via les interactions sociales des joueurs de MMORPG\\u00a0: cas du jeu Final Fantasy XIV\",\"title_en\":\"D\\u00e9veloppement de soft skills via les interactions sociales des joueurs de MMORPG\\u00a0: cas du jeu Final Fantasy XIV\",\"authors\":\"Antoine Chollet\",\"paper_abstract\":\"The objective of this study is to show how the practice of video games on a massively multiplayer online role-playing game (MMORPG) allows players to develop soft skills. After a review of the literature on the concept of soft skills and their links with MMORPG, the empirical study focuses on the game Final Fantasy XIV for its recency and dynamic community. To complete the study, stories are collected via a questionnaire from 118 players. The results of the manual thematic analysis, and automatic lexical analysis carried out with the software TROPES v8.5, show that the players declare to develop soft skills in their game practice via the social interactions experienced. The context of the game determines the development of these soft skills that take their meaning according to the situations in play. The main contribution of this research lies in the consideration of these soft skills by players as a serious-gaming practice. The methodological and ethical limits mentioned are all possibilities of future research which make it possible to show a close link between the practice of MMORPG and the development of soft skills by players.\",\"paper_abstract_en\":\"The objective of this study is to show how the practice of video games on a massively multiplayer online role-playing game (MMORPG) allows players to develop soft skills. After a review of the literature on the concept of soft skills and their links with MMORPG, the empirical study focuses on the game Final Fantasy XIV for its recency and dynamic community. To complete the study, stories are collected via a questionnaire from 118 players. The results of the manual thematic analysis, and automatic lexical analysis carried out with the software TROPES v8.5, show that the players declare to develop soft skills in their game practice via the social interactions experienced. The context of the game determines the development of these soft skills that take their meaning according to the situations in play. The main contribution of this research lies in the consideration of these soft skills by players as a serious-gaming practice. The methodological and ethical limits mentioned are all possibilities of future research which make it possible to show a close link between the practice of MMORPG and the development of soft skills by players.\",\"published_in\":\"Interfaces num\\u00e9riques, Universit\\u00e9 de Limoges\",\"year\":\"2021-04-29\",\"url\":\"https:\\/\\/www.unilim.fr\\/interfaces-numeriques\\/4284\",\"readers\":0,\"subject_orig\":\"jeu vid\\u00e9o; analyse de contenu; soft skills; serious-gaming; Final Fantasy; MMORPG; communaut\\u00e9; interactions sociales; management\",\"subject\":\"jeu vid\\u00e9o; analyse de contenu; soft skills; serious-gaming; Final Fantasy; MMORPG; communaut\\u00e9; interactions sociales; management\",\"concepts\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Concepts; Concept formation; Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Fantastic literature; Fantasy literature; Fiction--Philosophy; Novellas (Short novels); Metafiction; Fiction; Novels; Stories\",\"concepts_en\":\"Belles-lettres; World literature; Literature; Western literature (Western countries); Concepts; Concept formation; Context (Linguistics); Situation (Linguistics); Grammar, Comparative and general--Context; Fantastic literature; Fantasy literature; Fiction--Philosophy; Novellas (Short novels); Metafiction; Fiction; Novels; Stories\",\"oa_state\":2,\"link\":\"\",\"relevance\":25,\"cluster_labels\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\",\"x\":\"-0.153936927316769\",\"y\":\"-0.0518853120189585\",\"area_uri\":8,\"area\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\"},{\"id\":\"10670\\/1.w7iwm3\",\"title\":\"Las habilidades blandas como base del buen desempe\\u00f1o del docente universitario\",\"title_en\":\"Las habilidades blandas como base del buen desempe\\u00f1o del docente universitario\",\"authors\":\"Jenny Liliana Rodr\\u00edguez Siu\",\"paper_abstract\":\"The general objective of the research was to find the correlation between soft skills and teaching performance at the Norbert Wiener University Graduate School. The methodology used was in the quantitative approach, non-experimental transversal type, relational level, correlational descriptive method. The results obtained prove a direct and significant relationship (d = 0.601) between soft skills and teacher performance, being able to generalize that those teachers who have developed soft skills are those who have better job performance. It was determined that the five soft skills assessed have a correlation with teacher performance, however, the ones with the greatest significant relationship with teacher performance are responsibility (d = 0.547), adaptability (d = 0.651) and effective management of the information (d = 0.552); while communication skills (d = 0.374) and the development of others (d = 0.477) show a positive average correlation. Taking into account that soft skills are responsible for at least 70% of work success (Goleman, 1998) and due to the strong correlation between both variables, it is essential to reformulate the process of teacher selection, as well as induction programs - Training with a view to including soft skills as a fundamental indicator to decide on a teacher hiring that guarantees an improvement in the level of their performance. \\u00a0\",\"paper_abstract_en\":\"The general objective of the research was to find the correlation between soft skills and teaching performance at the Norbert Wiener University Graduate School. The methodology used was in the quantitative approach, non-experimental transversal type, relational level, correlational descriptive method. The results obtained prove a direct and significant relationship (d = 0.601) between soft skills and teacher performance, being able to generalize that those teachers who have developed soft skills are those who have better job performance. It was determined that the five soft skills assessed have a correlation with teacher performance, however, the ones with the greatest significant relationship with teacher performance are responsibility (d = 0.547), adaptability (d = 0.651) and effective management of the information (d = 0.552); while communication skills (d = 0.374) and the development of others (d = 0.477) show a positive average correlation. Taking into account that soft skills are responsible for at least 70% of work success (Goleman, 1998) and due to the strong correlation between both variables, it is essential to reformulate the process of teacher selection, as well as induction programs - Training with a view to including soft skills as a fundamental indicator to decide on a teacher hiring that guarantees an improvement in the level of their performance. \\u00a0\",\"published_in\":\"\",\"year\":\"2019\",\"url\":\"https:\\/\\/dialnet.unirioja.es\\/servlet\\/oaiart?codigo=7475508\",\"readers\":0,\"subject_orig\":\"abilities; soft skills; hard skills; performance; university teacher; habilidades; habilidades blandas; habilidades duras; desempe\\u00f1o; docente universitario\",\"subject\":\"abilities; soft skills; hard skills; performance; university teacher; habilidades; habilidades blandas; habilidades duras; desempe\\u00f1o; docente universitario\",\"concepts\":\"Interpersonal communication; Mass communication; Communication; Communication, Primitive; Ontology; Being\",\"concepts_en\":\"Interpersonal communication; Mass communication; Communication; Communication, Primitive; Ontology; Being\",\"oa_state\":2,\"link\":\"\",\"relevance\":87,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0419190781724466\",\"y\":\"-0.103418347888346\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"10670\\/1.x8vna6\",\"title\":\"L'effet des soft-skills sur la r\\u00e9mun\\u00e9ration des dipl\\u00f4m\\u00e9s\",\"title_en\":\"L'effet des soft-skills sur la r\\u00e9mun\\u00e9ration des dipl\\u00f4m\\u00e9s\",\"authors\":\"In\\u00e8s Albandea; Jean-Fran\\u00e7ois Giret\",\"paper_abstract\":\"Net.doc, n\\u00b0149, janvier 2016\",\"paper_abstract_en\":\"Net.doc, n\\u00b0149, janvier 2016\",\"published_in\":\"HAL CCSD\",\"year\":\"2016-01-29\",\"url\":\"https:\\/\\/halshs.archives-ouvertes.fr\\/halshs-01264812\",\"readers\":0,\"subject_orig\":\"Effet; Comp\\u00e9tence sociale; Niveau de r\\u00e9mun\\u00e9ration; Dipl\\u00f4m\\u00e9; Salaire; D\\u00e9termination du salaire; March\\u00e9 du travail; France\",\"subject\":\"Effet; Comp\\u00e9tence sociale; Niveau de r\\u00e9mun\\u00e9ration; Dipl\\u00f4m\\u00e9; Salaire; D\\u00e9termination du salaire; March\\u00e9 du travail; France\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":93,\"cluster_labels\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\",\"x\":\"-0.619576833182232\",\"y\":\"-0.154604279851671\",\"area_uri\":1,\"area\":\"\\u00c0 outils, Bo\\u00eete \\u00e0, France\"},{\"id\":\"2268\\/225627\",\"title\":\"Soft Skills: how to make the young engineers aware of their new talents?\",\"title_en\":\"Soft Skills: how to make the young engineers aware of their new talents?\",\"authors\":\"Catherine Colaux; Yves Beckers; Yves Brostaux; Catherine Charles; Hugues Claessens; Bernard Heinesch; Marianne Sindic; Aurore Degr\\u00e9\",\"paper_abstract\":\"The competency framework attached to the Life science engineering Master at Gembloux Agro-Bio Tech, University of Liege (Belgium) is composed of technical and scientific skills but also soft skills which are not connected to academic courses. For the training of these skills, university needs the collaboration of the professional world. Therefore, the role of our teachers evolves towards a guiding or mentoring role. They will help students to analyse their professional experiences in order to shape their professional identity, to bring to light their acquired skills. This article describes how the portfolio, used as internship\\u2019s report, will help students to gain the self-confidence about their abilities and how professors can use these reflexive analyses to evaluate the acquisition of these soft skills.\",\"paper_abstract_en\":\"The competency framework attached to the Life science engineering Master at Gembloux Agro-Bio Tech, University of Liege (Belgium) is composed of technical and scientific skills but also soft skills which are not connected to academic courses. For the training of these skills, university needs the collaboration of the professional world. Therefore, the role of our teachers evolves towards a guiding or mentoring role. They will help students to analyse their professional experiences in order to shape their professional identity, to bring to light their acquired skills. This article describes how the portfolio, used as internship\\u2019s report, will help students to gain the self-confidence about their abilities and how professors can use these reflexive analyses to evaluate the acquisition of these soft skills.\",\"published_in\":\"\",\"year\":\"2018\",\"url\":\"https:\\/\\/orbi.uliege.be\\/handle\\/2268\\/225627\",\"readers\":0,\"subject_orig\":\"Social & behavioral sciences, psychology; Education & instruction; Life sciences; Sciences sociales & comportementales, psychologie; Education & enseignement; Sciences du vivant\",\"subject\":\"Social & behavioral sciences, psychology; Education & instruction; Life sciences; Sciences sociales & comportementales, psychologie; Education & enseignement; Sciences du vivant\",\"concepts\":\"Identity; Identity (Philosophical concept); Volition; Conation; Will\",\"concepts_en\":\"Identity; Identity (Philosophical concept); Volition; Conation; Will\",\"oa_state\":2,\"link\":\"\",\"relevance\":66,\"cluster_labels\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\",\"x\":\"0.0397605402305103\",\"y\":\"-0.119949819761169\",\"area_uri\":8,\"area\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/10251\\/107557\",\"title\":\"Sistema de gesti\\u00f3 i an\\u00e0lisi estrat\\u00e8gica de les compet\\u00e8ncies transversals en Enginyeria Inform\\u00e0tica\",\"title_en\":\"Sistema de gesti\\u00f3 i an\\u00e0lisi estrat\\u00e8gica de les compet\\u00e8ncies transversals en Enginyeria Inform\\u00e0tica\",\"authors\":\"Carles Torr\\u00f3 Segura\",\"paper_abstract\":\"[EN] Currently, it is necessary that the students of university degrees be prepared for their work career. This implies that they have acquired both technical skills (hard skills) and cross-curricular competences (soft skills). For organizations to select graduates appropriately, they must know the soft skills required by their employees. This paper presents a web application that will allow both companies and the university environment to know and organize them in the form of competence maps. Additionally, the web application will allow you to visualize the evolution of the competences over time\",\"paper_abstract_en\":\"[EN] Currently, it is necessary that the students of university degrees be prepared for their work career. This implies that they have acquired both technical skills (hard skills) and cross-curricular competences (soft skills). For organizations to select graduates appropriately, they must know the soft skills required by their employees. This paper presents a web application that will allow both companies and the university environment to know and organize them in the form of competence maps. Additionally, the web application will allow you to visualize the evolution of the competences over time\",\"published_in\":\"Universitat Polit\\u00e8cnica de Val\\u00e8ncia\",\"year\":\"2018-09-17\",\"url\":\"http:\\/\\/hdl.handle.net\\/10251\\/107557\",\"readers\":0,\"subject_orig\":\"Competencias transversales; Sistemas de clusterizado; An\\u00e1lisis de datos.; Compet\\u00e8ncies t\\u00e8cniques; Compet\\u00e8ncies transversals; Organitzacions; Mapes de compet\\u00e8ncies; Universitats; Competencias t\\u00e9cnicas; Organizaciones; Mapas de competencias; Universidades; Soft skills; Hard skills; Skill maps; Organizations; Universities; MATEMATICA APLICADA; ARQUITECTURA Y TECNOLOGIA DE COMPUTADORES; M\\u00e1ster Universitario en Ingenier\\u00eda Inform\\u00e1tica-M\\u00e0ster Universitari en Enginyeria Inform\\u00e0tica\",\"subject\":\"Competencias transversales; Sistemas de clusterizado; An\\u00e1lisis ; Compet\\u00e8ncies t\\u00e8cniques; Compet\\u00e8ncies transversals; Organitzacions; Mapes de compet\\u00e8ncies; Universitats; Competencias t\\u00e9cnicas; Organizaciones; Mapas de competencias; Universidades; Soft skills; Hard skills; Skill maps; Organizations; Universities; MATEMATICA APLICADA; ARQUITECTURA Y TECNOLOGIA DE COMPUTADORES; M\\u00e1ster Universitario en Ingenier\\u00eda Inform\\u00e1tica-M\\u00e0ster Universitari en Enginyeria Inform\\u00e0tica\",\"concepts\":\"Evolution; Maps; Plans; Volition; Conation; Will\",\"concepts_en\":\"Evolution; Maps; Plans; Volition; Conation; Will\",\"oa_state\":2,\"link\":\"\",\"relevance\":37,\"cluster_labels\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\",\"x\":\"-0.10504703534718\",\"y\":\"-0.194562316536613\",\"area_uri\":8,\"area\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/10251\\/109684\",\"title\":\"Training and developing soft skills in higher education\",\"title_en\":\"Training and developing soft skills in higher education\",\"authors\":\"Federica Cornali\",\"paper_abstract\":\"Cornali, F. (2018). Training and developing soft skills in higher education. Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia. 961-967. https:\\/\\/doi.org\\/10.4995\\/HEAD18.2018.8127\",\"paper_abstract_en\":\"Cornali, F. (2018). Training and developing soft skills in higher education. Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia. 961-967. https:\\/\\/doi.org\\/10.4995\\/HEAD18.2018.8127\",\"published_in\":\"Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia\",\"year\":\"2018-07-02\",\"url\":\"http:\\/\\/hdl.handle.net\\/10251\\/109684\",\"readers\":0,\"subject_orig\":\"Higher Education; Learning; Educational systems; Teaching; Soft skills; Academic teaching\",\"subject\":\"Higher Education; Learning; Educational systems; Teaching; Soft skills; Academic teaching\",\"concepts\":\"Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education\",\"concepts_en\":\"Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education\",\"oa_state\":2,\"link\":\"\",\"relevance\":82,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.0475429135909408\",\"y\":\"0.204273778008587\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/10251\\/129119\",\"title\":\"An\\u00e1lisis de la formaci\\u00f3n y desarrollo en Soft Skills en China\",\"title_en\":\"An\\u00e1lisis de la formaci\\u00f3n y desarrollo en Soft Skills en China\",\"authors\":\"Yuting Wang\",\"paper_abstract\":\"[EN] The training of university students consists mainly of two parts: soft skills and hard skills, and these two must be in a development relationship coordinated. Soft skills treat the qualities and skills required by people to adapt to the development of society and the company, and are recognized as \\\"key competence\\\" and \\\"nuclear capability\\\" by the companies. However, soft skills training of Chinese university students have not received due attention. Conversely, according to Chinese News (2013), \\u201clong-term negligence has caused the lack of soft skills of university students, which has become a weakness in the work world \\u201d. Therefore, rethink and include explicit training in soft skills already it has become an important and urgent task for higher education than global level, and particularly in China. We begin this work with the introduction of soft skills. The second chapter is about a specific presentation, which mainly includes the definition, and explanation of the skills that are understood by soft skills. At third chapter presents the current situation of training in soft skills of Chinese university students, indicating the existing problems and analyzing the corresponding causes according to the results of a questionnaire of own elaboration. In the fourth chapter, proposals for improvement and suggestions are made to encourage and improve the development of soft skills from a national and school perspective. At last chapter, the importance of student training is concluded university students in these skills, being an urgent issue that any system Educational can not postpone.\",\"paper_abstract_en\":\"[EN] The training of university students consists mainly of two parts: soft skills and hard skills, and these two must be in a development relationship coordinated. Soft skills treat the qualities and skills required by people to adapt to the development of society and the company, and are recognized as \\\"key competence\\\" and \\\"nuclear capability\\\" by the companies. However, soft skills training of Chinese university students have not received due attention. Conversely, according to Chinese News (2013), \\u201clong-term negligence has caused the lack of soft skills of university students, which has become a weakness in the work world \\u201d. Therefore, rethink and include explicit training in soft skills already it has become an important and urgent task for higher education than global level, and particularly in China. We begin this work with the introduction of soft skills. The second chapter is about a specific presentation, which mainly includes the definition, and explanation of the skills that are understood by soft skills. At third chapter presents the current situation of training in soft skills of Chinese university students, indicating the existing problems and analyzing the corresponding causes according to the results of a questionnaire of own elaboration. In the fourth chapter, proposals for improvement and suggestions are made to encourage and improve the development of soft skills from a national and school perspective. At last chapter, the importance of student training is concluded university students in these skills, being an urgent issue that any system Educational can not postpone.\",\"published_in\":\"Universitat Polit\\u00e8cnica de Val\\u00e8ncia\",\"year\":\"2019-10-21\",\"url\":\"http:\\/\\/hdl.handle.net\\/10251\\/129119\",\"readers\":0,\"subject_orig\":\"Estudiantes chinos; Estudiantes universitarios; Habilidades blandas; Soft skills; China; University students; Chinese students; MATEMATICA APLICADA; ARQUITECTURA Y TECNOLOGIA DE COMPUTADORES; M\\u00e1ster Universitario en Contenidos y Aspectos Legales en la Sociedad de la Informaci\\u00f3n-M\\u00e0ster Universitari en Continguts i Aspectes Legals en la Societat de la Informaci\\u00f3\",\"subject\":\"Estudiantes chinos; Estudiantes universitarios; Habilidades blandas; Soft skills; China; University students; Chinese students; MATEMATICA APLICADA; ARQUITECTURA Y TECNOLOGIA DE COMPUTADORES; M\\u00e1ster Universitario en Contenidos y Aspectos Legales en la Sociedad de la Informaci\\u00f3n-M\\u00e0ster Universitari en Continguts i Aspectes Legals en la Societat de la Informaci\\u00f3\",\"concepts\":\"Concentration (Psychology); Flow (Psychology); Attention; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Ontology; Being; Postsecondary education; Post-secondary education; Post high school education; Tertiary education\",\"concepts_en\":\"Concentration (Psychology); Flow (Psychology); Attention; Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Ontology; Being; Postsecondary education; Post-secondary education; Post high school education; Tertiary education\",\"oa_state\":2,\"link\":\"\",\"relevance\":5,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0151301598073391\",\"y\":\"0.02948964399671\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/10251\\/129990\",\"title\":\"Potenciar las competencias soft skills con presentaci\\u00f3n oral en el aula\",\"title_en\":\"Potenciar las competencias soft skills con presentaci\\u00f3n oral en el aula\",\"authors\":\"Cristina Gaona\",\"paper_abstract\":\"[EN] The current labor complexity requires not only technical knowledge, but also soft skills - among the most outstanding are teamwork and leadership (CT06), effective communication (CT-08), planning and time management (CT12). The challenge of soft skills is to move from theoretical knowledge to practice with active methodologies after the pressure of the Bologna Process. The goal of this experimental session is to increase the soft skills of the students with a dynamic session of two hours through an oral presentation that improves the participation and motivation of the students. The session has five parts: instructions and creation of teams, preparation, oral presentation and feedback between peers. The good results in the improved skills, the satisfaction and the recommendation of the students allow to extend this dynamic to other groups.\",\"paper_abstract_en\":\"[EN] The current labor complexity requires not only technical knowledge, but also soft skills - among the most outstanding are teamwork and leadership (CT06), effective communication (CT-08), planning and time management (CT12). The challenge of soft skills is to move from theoretical knowledge to practice with active methodologies after the pressure of the Bologna Process. The goal of this experimental session is to increase the soft skills of the students with a dynamic session of two hours through an oral presentation that improves the participation and motivation of the students. The session has five parts: instructions and creation of teams, preparation, oral presentation and feedback between peers. The good results in the improved skills, the satisfaction and the recommendation of the students allow to extend this dynamic to other groups.\",\"published_in\":\"Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia\",\"year\":\"2019-10-15\",\"url\":\"http:\\/\\/hdl.handle.net\\/10251\\/129990\",\"readers\":0,\"subject_orig\":\"Competencias transversales; Innovaci\\u00f3n docente; Aprendizaje experiencial; Competencias esenciales; Competencias; Metodolog\\u00eda activa; Metodolog\\u00eda \\u00e1gil; Exposici\\u00f3n oral\",\"subject\":\"Competencias transversales; Innovaci\\u00f3n docente; Aprendizaje experiencial; Competencias esenciales; Competencias; Metodolog\\u00eda activa; Metodolog\\u00eda \\u00e1gil; Exposici\\u00f3n oral\",\"concepts\":\"Mass communication; Communication; Communication, Primitive; Participation; Psychology of action; Drive (Psychology); Action, Psychology of; Motivation (Psychology)\",\"concepts_en\":\"Mass communication; Communication; Communication, Primitive; Participation; Psychology of action; Drive (Psychology); Action, Psychology of; Motivation (Psychology)\",\"oa_state\":2,\"link\":\"\",\"relevance\":35,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.00636674097163882\",\"y\":\"-0.153799782907707\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/10251\\/146056\",\"title\":\"Effectiveness of delivery methods in the transfer of soft skills\",\"title_en\":\"Effectiveness of delivery methods in the transfer of soft skills\",\"authors\":\"Monique Keevy\",\"paper_abstract\":\"[EN] Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.. Keevy, M. (2020). Effectiveness of delivery methods in the transfer of soft skills. Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia. 113-122. https:\\/\\/doi.org\\/10.4995\\/HEAd20.2020.10994\",\"paper_abstract_en\":\"[EN] Accounting education has in recent years increasingly emphasised the need for developing soft skills. To this end, various delivery methods have been advocated other than the conventional lecture format during the academic programme. This paper reports on a study of the perceptions of graduates on the effectiveness of delivery methods during the academic programme in transferring soft skills. A questionnaire with open and closed-ended questions was administered. Graduates reported that soft skills were most effectively developed when using case studies, followed by collaborative learning. Surprisingly, graduates also indicated lectures as an effective method in soft skills development, by ranking this method after collaborative learning. However, the method of computer-based activities, was reported as the least effective method in developing soft skills. This is a concern, given the prevalence and use of computers and technology in the accounting profession. Educators need to do more in inculcating soft skills, by using additional methods such as mentorship programmes and self-assessment.. Keevy, M. (2020). Effectiveness of delivery methods in the transfer of soft skills. Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia. 113-122. https:\\/\\/doi.org\\/10.4995\\/HEAd20.2020.10994\",\"published_in\":\"Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia\",\"year\":\"2020-05-05\",\"url\":\"http:\\/\\/hdl.handle.net\\/10251\\/146056\",\"readers\":0,\"subject_orig\":\"Higher Education; Learning; Educational systems; Teaching; Academic programme; Accountants; Pervasive skills; Soft skills; Teaching methods\",\"subject\":\"Higher Education; Learning; Educational systems; Teaching; Academic programme; Accountants; Pervasive skills; Soft skills; Teaching methods\",\"concepts\":\"Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Learning; Learning process\",\"concepts_en\":\"Human resource development; Students--Education; Pedagogy; Education, Primitive; Youth--Education; Schooling; Education of children; Instruction; Education; Children--Education; Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":14,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0227885464069185\",\"y\":\"0.0648036336693979\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/10251\\/146191\",\"title\":\"The development of soft skills among students during a business game\",\"title_en\":\"The development of soft skills among students during a business game\",\"authors\":\"Mikhail Vinichenko; Alexander Melnichuk; Sergey Makushkin\",\"paper_abstract\":\"[EN] The growth of competitiveness of university graduates in the labor market is growing due to the development of soft skills. The purpose of this article was to identify the most rational form of practical training for the development of soft skills among students. The paper used an analysis of the effectiveness of the application of the author\\u2019s methodology for conducting a business game. The empirical basis was the results of a sociological survey of students based on the results of practical exercises in the form of the business game \\u201cSearch for Truth\\u201d. The opinion poll was attended by 487 students from 39 study groups. As a result, it was found that this form allows students to increase the development efficiency of creativity, the ability to go out to innovative knowledge, communication skills, the ability to work in a team, fairly evaluate their colleagues, leadership qualities, and stress resistance. The growth of excitement in achieving victory, a sense of responsibility for collective actions as part of multilingual and multicultural groups is revealed. Ways of neutralizing negative phenomena during and after classes are proposed. The study showed that the business game contributes to the development of soft skills among students.. Vinichenko, M.; Melnichuk, A.; Makushkin, S. (2020). The development of soft skills among students during a business game. Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia. 309-316. https:\\/\\/doi.org\\/10.4995\\/HEAd20.2020.11047\",\"paper_abstract_en\":\"[EN] The growth of competitiveness of university graduates in the labor market is growing due to the development of soft skills. The purpose of this article was to identify the most rational form of practical training for the development of soft skills among students. The paper used an analysis of the effectiveness of the application of the author\\u2019s methodology for conducting a business game. The empirical basis was the results of a sociological survey of students based on the results of practical exercises in the form of the business game \\u201cSearch for Truth\\u201d. The opinion poll was attended by 487 students from 39 study groups. As a result, it was found that this form allows students to increase the development efficiency of creativity, the ability to go out to innovative knowledge, communication skills, the ability to work in a team, fairly evaluate their colleagues, leadership qualities, and stress resistance. The growth of excitement in achieving victory, a sense of responsibility for collective actions as part of multilingual and multicultural groups is revealed. Ways of neutralizing negative phenomena during and after classes are proposed. The study showed that the business game contributes to the development of soft skills among students.. Vinichenko, M.; Melnichuk, A.; Makushkin, S. (2020). The development of soft skills among students during a business game. Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia. 309-316. https:\\/\\/doi.org\\/10.4995\\/HEAd20.2020.11047\",\"published_in\":\"Editorial Universitat Polit\\u00e8cnica de Val\\u00e8ncia\",\"year\":\"2020-05-26\",\"url\":\"http:\\/\\/hdl.handle.net\\/10251\\/146191\",\"readers\":0,\"subject_orig\":\"Higher Education; Learning; Educational systems; Teaching; Soft skills; business game; Efficiency; Educational process; Innovation\",\"subject\":\"Higher Education; Learning; Educational systems; Teaching; Soft skills; business game; Efficiency; Educational process; Innovation\",\"concepts\":\"Conviction; Truth; Interpersonal communication; Trade; Business\",\"concepts_en\":\"Conviction; Truth; Interpersonal communication; Trade; Business\",\"oa_state\":2,\"link\":\"\",\"relevance\":78,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.1194913094558\",\"y\":\"0.0524711209947365\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"http:\\/\\/hdl.handle.net\\/20.500.12162\\/3641\",\"title\":\"Programme \\u00e9cole_soft skills\",\"title_en\":\"Programme \\u00e9cole_soft skills\",\"authors\":\"Isabelle Capron Puozzo\",\"paper_abstract\":\"Un programme pour d\\u00e9velopper les soft skills \\u00e0 l'\\u00e9cole\",\"paper_abstract_en\":\"Un programme pour d\\u00e9velopper les soft skills \\u00e0 l'\\u00e9cole\",\"published_in\":\"\",\"year\":\"2020\",\"url\":\"http:\\/\\/hdl.handle.net\\/20.500.12162\\/3641\",\"readers\":0,\"subject_orig\":\"\",\"subject\":\"\\u00e9cole soft; programme \\u00e9cole\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"https:\\/\\/orfee.hepl.ch\\/bitstream\\/20.500.12162\\/3641\\/1\\/Ecole_Prospective.pdf\",\"relevance\":68,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0311636787399325\",\"y\":\"-0.24703924389447\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:0875cab3bffb477cbfb29c746f0d448b\",\"title\":\"IMPLEMENTASI MODEL \\u201cGEPPRAK\\u201d DALAM PEMBELAJARAN KEWIRAUSAHAAN UNTUK MENINGKATKAN MINAT BERWIRAUSAHA DI SEKOLAH MENENGAH KEJURUAN\",\"title_en\":\"IMPLEMENTASI MODEL \\u201cGEPPRAK\\u201d DALAM PEMBELAJARAN KEWIRAUSAHAAN UNTUK MENINGKATKAN MINAT BERWIRAUSAHA DI SEKOLAH MENENGAH KEJURUAN\",\"authors\":\"Wiedy Murtini\",\"paper_abstract\":\"Tujuan penelitian ini untuk mengeksplorasi pengalaman siswa SMK dalam mengimplementasikan model \\u201cGEPPRAK\\u201d dalam pembelajaran kewirausahaan. Fokus penelitian pada bagaimana siswa menginternalisasi nilai-nilai karakter, aspek soft skills dan transferable skills dalam pembelajaran Kewirausahaan sehingga siswa berminat untuk berwirausaha, Pendekatan penelitian adalah kualitatif fenomenologis. Orientasi penelitian untuk memahami, menggali, dan menafsirkan arti dari peristiwa-peristiwa, fenomena-fenomena dan hubungan\\u00a0 dengan orang-orang secara alamiah dalam situasi tertentu, selama proses pembelajaran\\u00a0 kewirausahaan. Data\\u00a0 terkumpul melalui pengamatan, wawancara dan dokumentasi dideskripsikan apa adanya. Pendapat siswa, guru, perilaku, sikap, minat, keterampilan, kelemahan, merupakan bagian yang penting untuk memberikan masukan terhadap perbaikan pembelajaran kewirausahaan. Temuan menunjukkan bahwa antusiasme siswa tinggi, ditunjukkan dengan aktivitas dalam lima tahapan, project kewirausahaan dimulai dari (1) Grup (kelompok) kecil ,(2) Eksplorasi ,(3) Pengembangan ide usaha, (4) Penyusunan dan Presentasi rencana usaha, (5)Aksi dan Kompetisi usaha, berjalan dengan lancar dan berhasil meng internalisasi 3 nilai karakter dan 5 soft skills-transferable skills dengan skor tinggi sebanyak 68% dan skor sedang 32%. Semua produk terjual habis dan\\u00a0 beberapa produk sudah menerima pesanan, hal ini menunjukkan indikasi tumbuhnya minat berwirausaha.Kata kunci: kewirausahaan, nilai-nilai karakter, soft skills- transferable skills \\u00a0 \\u201cGEPPRAK\\u201d MODEL IMPLEMENTATION IN ENTREPRENEURIAL LEARNING TO INCREASE ENTREPRENEURSHIP INTENTION IN VOCATIONAL HIGH SCHOOLS Abstract The purpose of this study to explore the experience of students SMK in implementing the model \\\"GEPPRAK\\\" in entrepreneurial learning. The focus of research on how students internalize the values of character, aspects of soft skills and transferable skills in entrepreneurship learning so that students interested in entrepreneurship, a qualitative research approach is phenomenological. Orientation research to understand, explore and interpret the meaning of events, phenomena and relationships with people naturally in certain situations, during the process of entrepreneurial learning. Data were collected through observation, interviews and documentation described what it is. Opinions of students, teachers, behavior, attitudes, interests, skills, weaknesses, an important part to provide input to the improvement of entrepreneurial learning. The findings indicate that students' enthusiasm is high, indicated by activity in five stages, starting an entrepreneurial project of (1) Groups (group) is small, (2)Exploration, (3) Development of business ideas, (4) preparation and presentation of business plans, (5) Actions and Competitions business runs smoothly and successfully upgrade internalization of three grades of character and five soft skills-transferable skills with high scores as much as 68% and the fair score was 32%. All products sold out and some products are already taking orders, this indication of the growing interest in entrepreneurship. Keywords: entrepreneurship, the values of character, soft skills - transferable skills\",\"paper_abstract_en\":\"Tujuan penelitian ini untuk mengeksplorasi pengalaman siswa SMK dalam mengimplementasikan model \\u201cGEPPRAK\\u201d dalam pembelajaran kewirausahaan. Fokus penelitian pada bagaimana siswa menginternalisasi nilai-nilai karakter, aspek soft skills dan transferable skills dalam pembelajaran Kewirausahaan sehingga siswa berminat untuk berwirausaha, Pendekatan penelitian adalah kualitatif fenomenologis. Orientasi penelitian untuk memahami, menggali, dan menafsirkan arti dari peristiwa-peristiwa, fenomena-fenomena dan hubungan\\u00a0 dengan orang-orang secara alamiah dalam situasi tertentu, selama proses pembelajaran\\u00a0 kewirausahaan. Data\\u00a0 terkumpul melalui pengamatan, wawancara dan dokumentasi dideskripsikan apa adanya. Pendapat siswa, guru, perilaku, sikap, minat, keterampilan, kelemahan, merupakan bagian yang penting untuk memberikan masukan terhadap perbaikan pembelajaran kewirausahaan. Temuan menunjukkan bahwa antusiasme siswa tinggi, ditunjukkan dengan aktivitas dalam lima tahapan, project kewirausahaan dimulai dari (1) Grup (kelompok) kecil ,(2) Eksplorasi ,(3) Pengembangan ide usaha, (4) Penyusunan dan Presentasi rencana usaha, (5)Aksi dan Kompetisi usaha, berjalan dengan lancar dan berhasil meng internalisasi 3 nilai karakter dan 5 soft skills-transferable skills dengan skor tinggi sebanyak 68% dan skor sedang 32%. Semua produk terjual habis dan\\u00a0 beberapa produk sudah menerima pesanan, hal ini menunjukkan indikasi tumbuhnya minat berwirausaha.Kata kunci: kewirausahaan, nilai-nilai karakter, soft skills- transferable skills \\u00a0 \\u201cGEPPRAK\\u201d MODEL IMPLEMENTATION IN ENTREPRENEURIAL LEARNING TO INCREASE ENTREPRENEURSHIP INTENTION IN VOCATIONAL HIGH SCHOOLS Abstract The purpose of this study to explore the experience of students SMK in implementing the model \\\"GEPPRAK\\\" in entrepreneurial learning. The focus of research on how students internalize the values of character, aspects of soft skills and transferable skills in entrepreneurship learning so that students interested in entrepreneurship, a qualitative research approach is phenomenological. Orientation research to understand, explore and interpret the meaning of events, phenomena and relationships with people naturally in certain situations, during the process of entrepreneurial learning. Data were collected through observation, interviews and documentation described what it is. Opinions of students, teachers, behavior, attitudes, interests, skills, weaknesses, an important part to provide input to the improvement of entrepreneurial learning. The findings indicate that students' enthusiasm is high, indicated by activity in five stages, starting an entrepreneurial project of (1) Groups (group) is small, (2)Exploration, (3) Development of business ideas, (4) preparation and presentation of business plans, (5) Actions and Competitions business runs smoothly and successfully upgrade internalization of three grades of character and five soft skills-transferable skills with high scores as much as 68% and the fair score was 32%. All products sold out and some products are already taking orders, this indication of the growing interest in entrepreneurship. Keywords: entrepreneurship, the values of character, soft skills - transferable skills\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2016-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/0875cab3bffb477cbfb29c746f0d448b\",\"readers\":0,\"subject_orig\":\"kewirausahaan; nilai-nilai karakter; soft skills- transferable skills; Education; L\",\"subject\":\"kewirausahaan; nilai-nilai karakter; soft skills- transferable skills; Education; L\",\"concepts\":\"Business; Trade; Experience; Learning; Learning process; Maps; Plans; Values; Axiology; Worth\",\"concepts_en\":\"Business; Trade; Experience; Learning; Learning process; Maps; Plans; Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":62,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.252064359930089\",\"y\":\"-0.112116310794943\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:138beae9a5384f078b92b8c789ed5efe\",\"title\":\"\\u041e\\u0441\\u043e\\u0431\\u043b\\u0438\\u0432\\u043e\\u0441\\u0442\\u0456 \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043a\\u0443 \\u0441\\u0443\\u0447\\u0430\\u0441\\u043d\\u043e\\u0433\\u043e \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0430 \\u0432 \\u0441\\u0438\\u0441\\u0442\\u0435\\u043c\\u0456 \\u043f\\u0456\\u0441\\u043b\\u044f\\u0434\\u0438\\u043f\\u043b\\u043e\\u043c\\u043d\\u043e\\u0457 \\u043e\\u0441\\u0432\\u0456\\u0442\\u0438\",\"title_en\":\"\\u041e\\u0441\\u043e\\u0431\\u043b\\u0438\\u0432\\u043e\\u0441\\u0442\\u0456 \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043a\\u0443 \\u0441\\u0443\\u0447\\u0430\\u0441\\u043d\\u043e\\u0433\\u043e \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0430 \\u0432 \\u0441\\u0438\\u0441\\u0442\\u0435\\u043c\\u0456 \\u043f\\u0456\\u0441\\u043b\\u044f\\u0434\\u0438\\u043f\\u043b\\u043e\\u043c\\u043d\\u043e\\u0457 \\u043e\\u0441\\u0432\\u0456\\u0442\\u0438\",\"authors\":\"Larisa Familarska\",\"paper_abstract\":\"\\u0412 \\u0441\\u0442\\u0430\\u0442\\u0456 \\u043f\\u043e\\u0434\\u0430\\u043d\\u043e \\u043f\\u0456\\u0434\\u0445\\u043e\\u0434\\u0438 \\u0432\\u0438\\u043a\\u043b\\u0430\\u0434\\u0430\\u0447\\u0430 \\u0437\\u0430\\u043a\\u043b\\u0430\\u0434\\u0443 \\u043f\\u0456\\u0441\\u043b\\u044f\\u0434\\u0438\\u043f\\u043b\\u043e\\u043c\\u043d\\u043e\\u0457 \\u043e\\u0441\\u0432\\u0456\\u0442\\u0438 \\u0434\\u043e \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043a\\u0443 \\u0441\\u0443\\u0447\\u0430\\u0441\\u043d\\u043e\\u0433\\u043e \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0430. \\u041e\\u0445\\u0430\\u0440\\u0430\\u043a\\u0442\\u0435\\u0440\\u0438\\u0437\\u043e\\u0432\\u0430\\u043d\\u043e \\u0441\\u0443\\u0442\\u043d\\u0456\\u0441\\u043d\\u0456 \\u0445\\u0430\\u0440\\u0430\\u043a\\u0442\\u0435\\u0440\\u0438\\u0441\\u0442\\u0438\\u043a\\u0438 \\u043f\\u043e\\u043d\\u044f\\u0442\\u044c \\u00absoft skills\\u00bb \\u0442\\u0430 \\u00abhard skills\\u00bb. \\u0417\\u0434\\u0456\\u0439\\u0441\\u043d\\u0435\\u043d\\u043e \\u0441\\u0438\\u0441\\u0442\\u0435\\u043c\\u0430\\u0442\\u0438\\u0437\\u0430\\u0446\\u0456\\u044e \\u043e\\u0441\\u043e\\u0431\\u043b\\u0438\\u0432\\u043e\\u0441\\u0442\\u0435\\u0439 \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043a\\u0443 soft skills \\u0443 \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0432 \\u0437\\u0456 \\u0437\\u043d\\u0430\\u0447\\u043d\\u0438\\u043c \\u0434\\u043e\\u0441\\u0432\\u0456\\u0434\\u043e\\u043c \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0447\\u043d\\u043e\\u0457 \\u0434\\u0456\\u044f\\u043b\\u044c\\u043d\\u043e\\u0441\\u0442\\u0456. \\u041d\\u0430\\u0432\\u0435\\u0434\\u0435\\u043d\\u043e \\u0440\\u0435\\u0437\\u0443\\u043b\\u044c\\u0442\\u0430\\u0442 \\u0432\\u043f\\u0440\\u043e\\u0432\\u0430\\u0434\\u0436\\u0435\\u043d\\u043d\\u044f \\u043d\\u0430\\u0432\\u0447\\u0430\\u043b\\u044c\\u043d\\u043e\\u0433\\u043e \\u043a\\u0443\\u0440\\u0441\\u0443 \\u0432 \\u043f\\u0440\\u043e\\u0446\\u0435\\u0441 \\u043f\\u0456\\u0434\\u0432\\u0438\\u0449\\u0435\\u043d\\u043d\\u044f \\u043a\\u0432\\u0430\\u043b\\u0456\\u0444\\u0456\\u043a\\u0430\\u0446\\u0456\\u0457 \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0432, \\u0449\\u043e \\u0441\\u043f\\u0440\\u044f\\u043c\\u043e\\u0432\\u0430\\u043d\\u0438\\u0439 \\u043d\\u0430 \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043e\\u043a soft skills\",\"paper_abstract_en\":\"\\u0412 \\u0441\\u0442\\u0430\\u0442\\u0456 \\u043f\\u043e\\u0434\\u0430\\u043d\\u043e \\u043f\\u0456\\u0434\\u0445\\u043e\\u0434\\u0438 \\u0432\\u0438\\u043a\\u043b\\u0430\\u0434\\u0430\\u0447\\u0430 \\u0437\\u0430\\u043a\\u043b\\u0430\\u0434\\u0443 \\u043f\\u0456\\u0441\\u043b\\u044f\\u0434\\u0438\\u043f\\u043b\\u043e\\u043c\\u043d\\u043e\\u0457 \\u043e\\u0441\\u0432\\u0456\\u0442\\u0438 \\u0434\\u043e \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043a\\u0443 \\u0441\\u0443\\u0447\\u0430\\u0441\\u043d\\u043e\\u0433\\u043e \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0430. \\u041e\\u0445\\u0430\\u0440\\u0430\\u043a\\u0442\\u0435\\u0440\\u0438\\u0437\\u043e\\u0432\\u0430\\u043d\\u043e \\u0441\\u0443\\u0442\\u043d\\u0456\\u0441\\u043d\\u0456 \\u0445\\u0430\\u0440\\u0430\\u043a\\u0442\\u0435\\u0440\\u0438\\u0441\\u0442\\u0438\\u043a\\u0438 \\u043f\\u043e\\u043d\\u044f\\u0442\\u044c \\u00absoft skills\\u00bb \\u0442\\u0430 \\u00abhard skills\\u00bb. \\u0417\\u0434\\u0456\\u0439\\u0441\\u043d\\u0435\\u043d\\u043e \\u0441\\u0438\\u0441\\u0442\\u0435\\u043c\\u0430\\u0442\\u0438\\u0437\\u0430\\u0446\\u0456\\u044e \\u043e\\u0441\\u043e\\u0431\\u043b\\u0438\\u0432\\u043e\\u0441\\u0442\\u0435\\u0439 \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043a\\u0443 soft skills \\u0443 \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0432 \\u0437\\u0456 \\u0437\\u043d\\u0430\\u0447\\u043d\\u0438\\u043c \\u0434\\u043e\\u0441\\u0432\\u0456\\u0434\\u043e\\u043c \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0447\\u043d\\u043e\\u0457 \\u0434\\u0456\\u044f\\u043b\\u044c\\u043d\\u043e\\u0441\\u0442\\u0456. \\u041d\\u0430\\u0432\\u0435\\u0434\\u0435\\u043d\\u043e \\u0440\\u0435\\u0437\\u0443\\u043b\\u044c\\u0442\\u0430\\u0442 \\u0432\\u043f\\u0440\\u043e\\u0432\\u0430\\u0434\\u0436\\u0435\\u043d\\u043d\\u044f \\u043d\\u0430\\u0432\\u0447\\u0430\\u043b\\u044c\\u043d\\u043e\\u0433\\u043e \\u043a\\u0443\\u0440\\u0441\\u0443 \\u0432 \\u043f\\u0440\\u043e\\u0446\\u0435\\u0441 \\u043f\\u0456\\u0434\\u0432\\u0438\\u0449\\u0435\\u043d\\u043d\\u044f \\u043a\\u0432\\u0430\\u043b\\u0456\\u0444\\u0456\\u043a\\u0430\\u0446\\u0456\\u0457 \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0432, \\u0449\\u043e \\u0441\\u043f\\u0440\\u044f\\u043c\\u043e\\u0432\\u0430\\u043d\\u0438\\u0439 \\u043d\\u0430 \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043e\\u043a soft skills\",\"published_in\":\"PC Technology Center\",\"year\":\"2017-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/138beae9a5384f078b92b8c789ed5efe\",\"readers\":0,\"subject_orig\":\"\\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433; \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043e\\u043a; \\u043f\\u0456\\u0441\\u043b\\u044f\\u0434\\u0438\\u043f\\u043b\\u043e\\u043c\\u043d\\u0430 \\u043e\\u0441\\u0432\\u0456\\u0442\\u0430; \\u043e\\u0441\\u0432\\u0456\\u0442\\u043d\\u0454 \\u0441\\u0435\\u0440\\u0435\\u0434\\u043e\\u0432\\u0438\\u0449\\u0435; \\u043c\\u043e\\u0431\\u0456\\u043b\\u044c\\u043d\\u0456\\u0441\\u0442\\u044c; \\u043d\\u0430\\u0432\\u0447\\u0430\\u043d\\u043d\\u044f; \\u043a\\u043e\\u043c\\u0443\\u043d\\u0456\\u043a\\u0430\\u0446\\u0456\\u044f; \\u0442\\u0435\\u0445\\u043d\\u043e\\u043b\\u043e\\u0433\\u0456\\u0457; Education; L\",\"subject\":\"\\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433; \\u0440\\u043e\\u0437\\u0432\\u0438\\u0442\\u043e\\u043a; \\u043f\\u0456\\u0441\\u043b\\u044f\\u0434\\u0438\\u043f\\u043b\\u043e\\u043c\\u043d\\u0430 \\u043e\\u0441\\u0432\\u0456\\u0442\\u0430; \\u043e\\u0441\\u0432\\u0456\\u0442\\u043d\\u0454 \\u0441\\u0435\\u0440\\u0435\\u0434\\u043e\\u0432\\u0438\\u0449\\u0435; \\u043c\\u043e\\u0431\\u0456\\u043b\\u044c\\u043d\\u0456\\u0441\\u0442\\u044c; \\u043d\\u0430\\u0432\\u0447\\u0430\\u043d\\u043d\\u044f; \\u043a\\u043e\\u043c\\u0443\\u043d\\u0456\\u043a\\u0430\\u0446\\u0456\\u044f; \\u0442\\u0435\\u0445\\u043d\\u043e\\u043b\\u043e\\u0433\\u0456\\u0457; Education; L\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":9,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.031483998945733\",\"y\":\"-0.301234728207769\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:15776742cf1d4d149ce4be8912296348\",\"title\":\"Soft skills, their development and mastering among post graduate students\",\"title_en\":\"Soft skills, their development and mastering among post graduate students\",\"authors\":\"Volkova Nataliia; Zinukova Nataliia; Vlasenko Kateryna; Korobeinikova Tetiana\",\"paper_abstract\":\"The article deals with the issues of the content, assessment of the current state and the main tendencies in the development of the so-called \\u201csoft skills\\u201d. At present soft skills are essential to have good job opportunities and university curriculum should be focused on developing and mastering them. The article analyses the results of the research of the soft skills development among post graduate students majoring in Professional Education of Alfred Nobel University, Dnipro. These data prove that postgraduate students realize the importance of mastering soft skills to make a successful career. Moreover, innovative teaching methods and techniques aimed at mastering soft skills are to be introduced into the educational process.\",\"paper_abstract_en\":\"The article deals with the issues of the content, assessment of the current state and the main tendencies in the development of the so-called \\u201csoft skills\\u201d. At present soft skills are essential to have good job opportunities and university curriculum should be focused on developing and mastering them. The article analyses the results of the research of the soft skills development among post graduate students majoring in Professional Education of Alfred Nobel University, Dnipro. These data prove that postgraduate students realize the importance of mastering soft skills to make a successful career. Moreover, innovative teaching methods and techniques aimed at mastering soft skills are to be introduced into the educational process.\",\"published_in\":\"EDP Sciences\",\"year\":\"2020-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/15776742cf1d4d149ce4be8912296348\",\"readers\":0,\"subject_orig\":\"Social Sciences; H\",\"subject\":\"Social Sciences; H\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education\",\"oa_state\":2,\"link\":\"https:\\/\\/www.shs-conferences.org\\/articles\\/shsconf\\/pdf\\/2020\\/03\\/shsconf_ichtml_2020_04002.pdf\",\"relevance\":12,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.014444823359867\",\"y\":\"0.0536657526878358\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:17681966a30741d2b9fd28aea433bd73\",\"title\":\"Relevance Soft Skills Needed Business\\/Industrial with that learned in Vocational High School\",\"title_en\":\"Relevance Soft Skills Needed Business\\/Industrial with that learned in Vocational High School\",\"authors\":\"Didik Suryanto\",\"paper_abstract\":\"Relevansi Soft Skill yang Dibutuhkan Dunia Usaha\\/Industri dengan yang Dibelajarkan di Sekolah Menengah Kejuruan Abstrak: The aim of this study is to describe the relevance of soft skills needed business \\/ industry with that learned in vocational high schools in Blitar. The instrument used in the form of a questionnaire or questionnaires. Data were analyzed using quantitative descriptive analysis techniques. Results of the study showed that the relevant soft skills required between business \\/ industry with that learned in vocational schools (SMK) in Blitar according to teachers and students are: (a) the attitude of honesty and good behavior; (B) a sense of responsibility; (C) the discipline of time; (D) work safely; (E) respite \\/ persistent in working; (F) be able to cope with stress; (G) does not depend on others; and (h) easily accept input. Key Words: business \\/ industry, soft skills, relevance middle Vocational Abstrak: Tujuan penelitian ini adalah mendeskripsikan relevansi soft skill yang dibutuhkan dunia usaha\\/industri dengan yang dibelajarkan di sekolah menengah kejuruan di Kabupaten Blitar. Instrumen yang digunakan berupa angket atau kuesioner. Data dianalisis menggunakan teknik analisis deskriptif kuantitatif. Hasil dari penelitian menunjukkan bahwa soft skill yang relevan antara yang dibutuhkan dunia usaha\\/industri dengan yang dibelajarkan di Sekolah Menengah Kejuruan (SMK) di Kabupaten Blitar menurut guru dan siswa adalah: (a) kejujuran dan sikap perilaku yang baik; (b) rasa tanggung jawab; (c) disiplin waktu; (d) bekerja secara aman; (e) tangguh\\/gigih dalam bekerja; (f) dapat mengatasi stres; (g) tidak bergantung kepada orang lain; dan (h) mudah menerima masukan. Kata kunci: dunia usaha\\/industri, soft skill, relevansi\",\"paper_abstract_en\":\"Relevansi Soft Skill yang Dibutuhkan Dunia Usaha\\/Industri dengan yang Dibelajarkan di Sekolah Menengah Kejuruan Abstrak: The aim of this study is to describe the relevance of soft skills needed business \\/ industry with that learned in vocational high schools in Blitar. The instrument used in the form of a questionnaire or questionnaires. Data were analyzed using quantitative descriptive analysis techniques. Results of the study showed that the relevant soft skills required between business \\/ industry with that learned in vocational schools (SMK) in Blitar according to teachers and students are: (a) the attitude of honesty and good behavior; (B) a sense of responsibility; (C) the discipline of time; (D) work safely; (E) respite \\/ persistent in working; (F) be able to cope with stress; (G) does not depend on others; and (h) easily accept input. Key Words: business \\/ industry, soft skills, relevance middle Vocational Abstrak: Tujuan penelitian ini adalah mendeskripsikan relevansi soft skill yang dibutuhkan dunia usaha\\/industri dengan yang dibelajarkan di sekolah menengah kejuruan di Kabupaten Blitar. Instrumen yang digunakan berupa angket atau kuesioner. Data dianalisis menggunakan teknik analisis deskriptif kuantitatif. Hasil dari penelitian menunjukkan bahwa soft skill yang relevan antara yang dibutuhkan dunia usaha\\/industri dengan yang dibelajarkan di Sekolah Menengah Kejuruan (SMK) di Kabupaten Blitar menurut guru dan siswa adalah: (a) kejujuran dan sikap perilaku yang baik; (b) rasa tanggung jawab; (c) disiplin waktu; (d) bekerja secara aman; (e) tangguh\\/gigih dalam bekerja; (f) dapat mengatasi stres; (g) tidak bergantung kepada orang lain; dan (h) mudah menerima masukan. Kata kunci: dunia usaha\\/industri, soft skill, relevansi\",\"published_in\":\"Universitas Negeri Malang\",\"year\":\"2014-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/17681966a30741d2b9fd28aea433bd73\",\"readers\":0,\"subject_orig\":\"Education; L; Special aspects of education; LC8-6691\",\"subject\":\"Education; L; Special aspects of education\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":74,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.204664640967263\",\"y\":\"-0.149997620202076\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:17e0588ebce845fca7206bd64575f741\",\"title\":\"PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN SOFT SKILL DAN PEMAHAMAN KONSEP\",\"title_en\":\"PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN SOFT SKILL DAN PEMAHAMAN KONSEP\",\"authors\":\"Faizah -; S. S. Miswadi; S. Haryani\",\"paper_abstract\":\"

Penelitian ini bertujuan untuk menganalisis kevalidan perangkat pembelajaran, peningkatan soft skill dan pemahaman konsep, serta respon siswa. Metode penelitian ini adalah Research and Development (R & D). Hasil menunjukkan bahwa perangkat pembelajaran berbasis masalah pada materi hidrolisis garam yang dikembangkan memiliki kriteria valid dengan rata-rata skor sebesar 3,57, adanya peningkatan soft skill siswa dengan N-Gain sebesar 0,46 dalam kategori sedang, sebanyak 72,72% siswa mencapai ketuntasan soft skill dengan kriteria tinggi atau sangat tinggi, pemahaman konsep siswa juga meningkat dengan perolehan N-Gain sebesar 0,69 dalam kategori sedang, sebanyak 84,85% siswa mencapai ketuntasan belajar dengan KKM \\u00e2\\u2030\\u00a5 76, serta siswa memberikan respon positif.<\\/p>

\\u00c2\\u00a0<\\/p>

This study aimed to analyze learning tools validity, soft skills improvement, concept understanding and students\\u00e2\\u20ac\\u2122 responses. The metode of this research is Research and Development (R & D). The results show that problem-based learning tools categorized valid with an average score of 3,57, the improvement of students\\u00e2\\u20ac\\u2122 soft skills was available with N-Gain of 0.46, the number of 72, 72% students whom achieving mastery of soft skills with a high or very high criteria, the concept understanding of students also increased by providing N-Gain of 0.69, the number of 84.85% students whom achieving score completeness KKM \\u00e2\\u2030\\u00a5 76, this study also obtained student positive responses.<\\/p>\",\"paper_abstract_en\":\"

Penelitian ini bertujuan untuk menganalisis kevalidan perangkat pembelajaran, peningkatan soft skill dan pemahaman konsep, serta respon siswa. Metode penelitian ini adalah Research and Development (R & D). Hasil menunjukkan bahwa perangkat pembelajaran berbasis masalah pada materi hidrolisis garam yang dikembangkan memiliki kriteria valid dengan rata-rata skor sebesar 3,57, adanya peningkatan soft skill siswa dengan N-Gain sebesar 0,46 dalam kategori sedang, sebanyak 72,72% siswa mencapai ketuntasan soft skill dengan kriteria tinggi atau sangat tinggi, pemahaman konsep siswa juga meningkat dengan perolehan N-Gain sebesar 0,69 dalam kategori sedang, sebanyak 84,85% siswa mencapai ketuntasan belajar dengan KKM \\u00e2\\u2030\\u00a5 76, serta siswa memberikan respon positif.<\\/p>

\\u00c2\\u00a0<\\/p>

This study aimed to analyze learning tools validity, soft skills improvement, concept understanding and students\\u00e2\\u20ac\\u2122 responses. The metode of this research is Research and Development (R & D). The results show that problem-based learning tools categorized valid with an average score of 3,57, the improvement of students\\u00e2\\u20ac\\u2122 soft skills was available with N-Gain of 0.46, the number of 72, 72% students whom achieving mastery of soft skills with a high or very high criteria, the concept understanding of students also increased by providing N-Gain of 0.69, the number of 84.85% students whom achieving score completeness KKM \\u00e2\\u2030\\u00a5 76, this study also obtained student positive responses.<\\/p>\",\"published_in\":\"Universitas Negeri Semarang \",\"year\":\"2013-10-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/17e0588ebce845fca7206bd64575f741\",\"readers\":0,\"subject_orig\":\"Concepts Understanding; Development of Problem-based Learning Tools; Soft Skills.; Education; L; Education (General); L7-991\",\"subject\":\"Concepts Understanding; Development of Problem-based Learning Tools; Education; L\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":67,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.216496292917457\",\"y\":\"-0.114323662778776\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:1e9b18ac8a62471b8397b76a09111d1f\",\"title\":\"Five most valuable career skills\",\"title_en\":\"Five most valuable career skills\",\"authors\":\"Anxhela Ferhataj; Roland Sahatcija; Ariel Ora\",\"paper_abstract\":\"Nowadays, companies around world are seeking more than ever soft skills. In recent years, soft skills are at the center of studies for their multi-dimensional impact. Different job positions require different skills. The importance of soft skills increases with each upward step along the company ladder. The purpose of this study is to investigate which are the most valuable skills for any job position. Another objective of the study is to analyze the correlation between them. This research paper utilizes quantitative research and the descriptive method. The questionnaire is the research instrument used. The questionnaire was distributed online. There are 125 managing employees in various positions and different companies in Albania, who participated in the study. SPSS 20 and JASP-0.8.1.2 software were utilized for data analysis. This study employed these statistical analyses: regression analysis, frequency tables, crossed tabulation, Pearson correlation coefficient, One Way-Anova. Confidence interval 95% was used in supporting the research hypotheses. The study concluded that motivation is the most used skill by managers. Managers from different management levels use skills that are applicable to their management profiles. Management skills have a positive impact on the workplace. Skills do not have the same relevancy and effectiveness for all managers. This study has an impact in the development of human resources of companies. In addition, its findings can assist in the development of organizational policies aimed at employee long-term growth and future performance.\",\"paper_abstract_en\":\"Nowadays, companies around world are seeking more than ever soft skills. In recent years, soft skills are at the center of studies for their multi-dimensional impact. Different job positions require different skills. The importance of soft skills increases with each upward step along the company ladder. The purpose of this study is to investigate which are the most valuable skills for any job position. Another objective of the study is to analyze the correlation between them. This research paper utilizes quantitative research and the descriptive method. The questionnaire is the research instrument used. The questionnaire was distributed online. There are 125 managing employees in various positions and different companies in Albania, who participated in the study. SPSS 20 and JASP-0.8.1.2 software were utilized for data analysis. This study employed these statistical analyses: regression analysis, frequency tables, crossed tabulation, Pearson correlation coefficient, One Way-Anova. Confidence interval 95% was used in supporting the research hypotheses. The study concluded that motivation is the most used skill by managers. Managers from different management levels use skills that are applicable to their management profiles. Management skills have a positive impact on the workplace. Skills do not have the same relevancy and effectiveness for all managers. This study has an impact in the development of human resources of companies. In addition, its findings can assist in the development of organizational policies aimed at employee long-term growth and future performance.\",\"published_in\":\"International Institute for Private Commercial and Competition Law\",\"year\":\"2018-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/1e9b18ac8a62471b8397b76a09111d1f\",\"readers\":0,\"subject_orig\":\"Law; K; Social Sciences; H\",\"subject\":\"Law; K; Social Sciences; H\",\"concepts\":\"Drive (Psychology); Psychology of action; Action, Psychology of; Motivation (Psychology)\",\"concepts_en\":\"Drive (Psychology); Psychology of action; Action, Psychology of; Motivation (Psychology)\",\"oa_state\":2,\"link\":\"http:\\/\\/iipccl.org\\/wp-content\\/uploads\\/2018\\/01\\/127-140.pdf\",\"relevance\":83,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0752785021528811\",\"y\":\"-0.110752403056164\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:29a07caa1fa749cc8c40f5523cab1216\",\"title\":\"The Effectiveness of Basic Physics Experiment Module Based on Guided Inquiry Model in Improving Hard Skills and Soft Skills of Prospective Physics Teachers\",\"title_en\":\"The Effectiveness of Basic Physics Experiment Module Based on Guided Inquiry Model in Improving Hard Skills and Soft Skills of Prospective Physics Teachers\",\"authors\":\"S. Suprianto; S. I. Kholida; H. J. Andi; I. K. Mahardika\",\"paper_abstract\":\"The purpose of this research is to identify the effectiveness of the first basic physics practice module based on guided inquiry on improving students\\u2019 hard skills and soft skills. The experimental design is \\\"One Group Pretest-Pottest Control Groups Design\\\". The samples of the research are the students who take the first basic physics practice. Data analysis techniques were effect size and gain score. Based on the result of the research, it was found that the improvement of hard skills and soft skills of the students reached 0.49 and 0.61 which was categorized as moderate. For effect size obtained data of 2.65 and 3.61 for hard skills and soft skills are categorized very high. It can be concluded that the effectiveness of the use of the first basic physics practice module based on guided inquiry is very significant to improve hard skills and soft skills of the students. Tujuan penelitian ini untuk mengidentifikasi keefektifan penggunaan panduan praktikum fisika dasar 1 berbasis guided inquiry terhadap peningkatan hard skills dan soft skills mahasiswa. Desain eksperimen yang digunakan adalah One Group Pretest-Postest Control Groups Design. Sampel penelitian adalah mahasiswa yang menempuh praktikum fisika dasar 1. Teknik analisis data yang digunakan adalah effect size dan gain score. Berdasarkan hasil penelitian diperoleh peningkatan hard skills dan soft skills mahasiswa mencapai 0.49 dan 0.61 yang berkategori sedang. Hal ini menunjukkan bahwa penggunaan panduan praktikum fisika dasar 1 dapat meningkatkan hard skills dan soft skills mahasiswa. Untuk uji effect size diperoleh data sebesar 2.65 dan 3.61 untuk hard skills dan soft skills yang berkategori tinggi. Dari hasil penelitian dapat disimpulkan bahwa kefektivitas penggunaan modul panduan praktikum fisika dasar 1 berbasis guided inquiry sangat efektif untuk meningkatkan hard skills dan soft skills mahasiswa.\",\"paper_abstract_en\":\"The purpose of this research is to identify the effectiveness of the first basic physics practice module based on guided inquiry on improving students\\u2019 hard skills and soft skills. The experimental design is \\\"One Group Pretest-Pottest Control Groups Design\\\". The samples of the research are the students who take the first basic physics practice. Data analysis techniques were effect size and gain score. Based on the result of the research, it was found that the improvement of hard skills and soft skills of the students reached 0.49 and 0.61 which was categorized as moderate. For effect size obtained data of 2.65 and 3.61 for hard skills and soft skills are categorized very high. It can be concluded that the effectiveness of the use of the first basic physics practice module based on guided inquiry is very significant to improve hard skills and soft skills of the students. Tujuan penelitian ini untuk mengidentifikasi keefektifan penggunaan panduan praktikum fisika dasar 1 berbasis guided inquiry terhadap peningkatan hard skills dan soft skills mahasiswa. Desain eksperimen yang digunakan adalah One Group Pretest-Postest Control Groups Design. Sampel penelitian adalah mahasiswa yang menempuh praktikum fisika dasar 1. Teknik analisis data yang digunakan adalah effect size dan gain score. Berdasarkan hasil penelitian diperoleh peningkatan hard skills dan soft skills mahasiswa mencapai 0.49 dan 0.61 yang berkategori sedang. Hal ini menunjukkan bahwa penggunaan panduan praktikum fisika dasar 1 dapat meningkatkan hard skills dan soft skills mahasiswa. Untuk uji effect size diperoleh data sebesar 2.65 dan 3.61 untuk hard skills dan soft skills yang berkategori tinggi. Dari hasil penelitian dapat disimpulkan bahwa kefektivitas penggunaan modul panduan praktikum fisika dasar 1 berbasis guided inquiry sangat efektif untuk meningkatkan hard skills dan soft skills mahasiswa.\",\"published_in\":\"Semarang State University\",\"year\":\"2018-11-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/29a07caa1fa749cc8c40f5523cab1216\",\"readers\":0,\"subject_orig\":\"guided inquiry; hard skills; soft skills; Education; L; Education (General); L7-991; Science; Q; Physics; QC1-999\",\"subject\":\"guided inquiry; hard skills; soft skills; Education; L; Science; Q; Physics\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":6,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.102295476049764\",\"y\":\"-0.126581130907696\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:2e3098033a5549f29d5fbac20e3ff070\",\"title\":\"Soft Competences of a Sworn Translator\",\"title_en\":\"Soft Competences of a Sworn Translator\",\"authors\":\"Magdalena \\u0141omzik\",\"paper_abstract\":\"Obtainment of the right to practice the profession of a sworn translator, which in Poland belongs to regulated occupations, consists in the fulfilment of legally defined formal requirements. Among them, however, there is no place for soft competences, such as assertiveness. Furthermore, scientific studies on the competence of a sworn translator mainly focus on linguistic, cultural, translation skills, specialist knowledge, and rarely ethical competence. However, on the basis of problems related to the profession discussed in the literature, it is possible to determine soft skills that are useful or necessary in the work of a sworn translator. The aim of the article is to attempt to systematize such soft competences.\",\"paper_abstract_en\":\"Obtainment of the right to practice the profession of a sworn translator, which in Poland belongs to regulated occupations, consists in the fulfilment of legally defined formal requirements. Among them, however, there is no place for soft competences, such as assertiveness. Furthermore, scientific studies on the competence of a sworn translator mainly focus on linguistic, cultural, translation skills, specialist knowledge, and rarely ethical competence. However, on the basis of problems related to the profession discussed in the literature, it is possible to determine soft skills that are useful or necessary in the work of a sworn translator. The aim of the article is to attempt to systematize such soft competences.\",\"published_in\":\"Cracow Tertium Society for the Promotion of Language Studies\",\"year\":\"2018-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/2e3098033a5549f29d5fbac20e3ff070\",\"readers\":0,\"subject_orig\":\"translator\\u2019s competences; sworn translator; Language and Literature; P; Philology. Linguistics; P1-1091\",\"subject\":\"translator\\u2019s competences; sworn translator; Language and Literature; P; Philology; Linguistics\",\"concepts\":\"Literature; Western literature (Western countries); World literature; Belles-lettres\",\"concepts_en\":\"Literature; Western literature (Western countries); World literature; Belles-lettres\",\"oa_state\":2,\"link\":\"\",\"relevance\":70,\"cluster_labels\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\",\"x\":\"-0.350467001099064\",\"y\":\"-0.028761277905217\",\"area_uri\":8,\"area\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\"},{\"id\":\"oai:doaj.org\\/article:3555305a1bdf41e4af51a0288252db30\",\"title\":\"Why You Need Soft and Non-Technical Skills for Successful Data Librarianship\",\"title_en\":\"Why You Need Soft and Non-Technical Skills for Successful Data Librarianship\",\"authors\":\"Margaret Henderson\",\"paper_abstract\":\"There are many courses available to teach research data management to librarians and researchers. While these courses can help with technical skills, like programming or statistics, and practical knowledge of data life cycles or data sharing policies, there are \\u201csoft skills\\u201d and non-technical skills that are needed to successfully start and run data services. While there are many important characteristics of a good data librarian, reference skills, relationship building, collaboration, listening, and facilitation are some of the most important. Giving consideration to these skills will help any data librarian with their multifaceted job.\",\"paper_abstract_en\":\"There are many courses available to teach research data management to librarians and researchers. While these courses can help with technical skills, like programming or statistics, and practical knowledge of data life cycles or data sharing policies, there are \\u201csoft skills\\u201d and non-technical skills that are needed to successfully start and run data services. While there are many important characteristics of a good data librarian, reference skills, relationship building, collaboration, listening, and facilitation are some of the most important. Giving consideration to these skills will help any data librarian with their multifaceted job.\",\"published_in\":\"University of Massachusetts Medical School, Lamar Soutter Library\",\"year\":\"2020-05-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/3555305a1bdf41e4af51a0288252db30\",\"readers\":0,\"subject_orig\":\"data librarian; soft skills; research data services; Bibliography. Library science. Information resources; Z\",\"subject\":\"data librarian; soft skills; research data services; Bibliography; ; Z\",\"concepts\":\"Cycles; Cyclic theory; Natural cycles; Periodicity; Librarianship; Library economy; Library science; Volition; Will; Conation\",\"concepts_en\":\"Cycles; Cyclic theory; Natural cycles; Periodicity; Librarianship; Library economy; Library science; Volition; Will; Conation\",\"oa_state\":2,\"link\":\"\",\"relevance\":99,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.0499575466108862\",\"y\":\"-0.279947160291022\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:3764d25cc07a4410b3265fc4976be92c\",\"title\":\"DEVELOPING LEARNERS\\u2019 SOFT SKILLS IN THE TIME OF A PANDEMIC\",\"title_en\":\"DEVELOPING LEARNERS\\u2019 SOFT SKILLS IN THE TIME OF A PANDEMIC\",\"authors\":\"Viorica CONDRAT\",\"paper_abstract\":\"

Language educators\\u2019 role is to facilitate the process of language learning. They should design their education process so that it responds primarily to the real needs of their learners. Special attention should be paid to the development of soft skills in learners, so that they are able to think critically, communicate, collaborate, and engage in problem solving. The article presents an overview of the challenges faced in developing soft skills in learners taking into account the present COVID-19 context. The results seem to indicate that the onlinization of the education process contributes little to the development of learners\\u2019 soft-skills. <\\/strong><\\/p>

\\u00a0<\\/p>

DEZVOLTAREA ABILIT<\\/strong>\\u0102\\u021aILOR SOFT LA STUDEN\\u021aI \\u00ceN TIMPUL PANDEMIEI<\\/strong><\\/p>

Rolul profesorului de limb\\u0103 str\\u0103in\\u0103 este de a facilita procesul de \\u00eenv\\u0103\\u021bare al elevilor. El trebuie s\\u0103-\\u0219i proiecteze activi\\u00adtatea de educa\\u021bie lingvistic\\u0103 \\u00een a\\u0219a fel \\u00eenc\\u00e2t s\\u0103 r\\u0103spund\\u0103 la nevoile reale ale elevilor. O nevoie imperativ\\u0103 a societ\\u0103\\u021bii moderne este de a educa o genera\\u021bie capabil\\u0103 s\\u0103 g\\u00e2ndeasc\\u0103 critic, creativ, care s\\u0103 poat\\u0103 colabora \\u0219i comunica \\u00een rezol\\u00advarea anumitor probleme; adic\\u0103, dezvoltarea abilit\\u0103\\u021bilor soft trebuie s\\u0103 devin\\u0103 o prioritate. Studiul de fa\\u021b\\u0103 vine s\\u0103 prezinte problemele educa\\u021biei online \\u00een dezvoltarea abilit\\u0103\\u021bilor secolului XXI la orele de limb\\u0103 englez\\u0103, \\u00een contextul pan\\u00addemiei COVID-19.<\\/p>\",\"paper_abstract_en\":\"

Language educators\\u2019 role is to facilitate the process of language learning. They should design their education process so that it responds primarily to the real needs of their learners. Special attention should be paid to the development of soft skills in learners, so that they are able to think critically, communicate, collaborate, and engage in problem solving. The article presents an overview of the challenges faced in developing soft skills in learners taking into account the present COVID-19 context. The results seem to indicate that the onlinization of the education process contributes little to the development of learners\\u2019 soft-skills. <\\/strong><\\/p>

\\u00a0<\\/p>

DEZVOLTAREA ABILIT<\\/strong>\\u0102\\u021aILOR SOFT LA STUDEN\\u021aI \\u00ceN TIMPUL PANDEMIEI<\\/strong><\\/p>

Rolul profesorului de limb\\u0103 str\\u0103in\\u0103 este de a facilita procesul de \\u00eenv\\u0103\\u021bare al elevilor. El trebuie s\\u0103-\\u0219i proiecteze activi\\u00adtatea de educa\\u021bie lingvistic\\u0103 \\u00een a\\u0219a fel \\u00eenc\\u00e2t s\\u0103 r\\u0103spund\\u0103 la nevoile reale ale elevilor. O nevoie imperativ\\u0103 a societ\\u0103\\u021bii moderne este de a educa o genera\\u021bie capabil\\u0103 s\\u0103 g\\u00e2ndeasc\\u0103 critic, creativ, care s\\u0103 poat\\u0103 colabora \\u0219i comunica \\u00een rezol\\u00advarea anumitor probleme; adic\\u0103, dezvoltarea abilit\\u0103\\u021bilor soft trebuie s\\u0103 devin\\u0103 o prioritate. Studiul de fa\\u021b\\u0103 vine s\\u0103 prezinte problemele educa\\u021biei online \\u00een dezvoltarea abilit\\u0103\\u021bilor secolului XXI la orele de limb\\u0103 englez\\u0103, \\u00een contextul pan\\u00addemiei COVID-19.<\\/p>\",\"published_in\":\"Moldova State University\",\"year\":\"2020-08-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/3764d25cc07a4410b3265fc4976be92c\",\"readers\":0,\"subject_orig\":\"online education, socialization, soft skills, 21st century skills, communication, collaboration, onlinaziation, offline, hots.; History of scholarship and learning. The humanities; AZ20-999\",\"subject\":\"online education, socialization, soft skills,t century skills, communication, collaboration, onlinaziation, offline,; History of scholarship \",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":84,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.121244639345477\",\"y\":\"0.263643509384927\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:388a6bb2e0394e0d8deac836fe852da6\",\"title\":\"STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW\",\"title_en\":\"STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW\",\"authors\":\"Elisabeth Rukmini; Cindy Cindy; Pricillia Tanoto\",\"paper_abstract\":\"Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students\\u2019 attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others\\u2019 studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students\\u2019 performances and soft skill aspects in medical education. Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL\\u2019s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation. Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.\",\"paper_abstract_en\":\"Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students\\u2019 attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others\\u2019 studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students\\u2019 performances and soft skill aspects in medical education. Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL\\u2019s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0\\u00a0 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation. Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.\",\"published_in\":\"Asosiasi Institusi Pendidikan Kedokteran Indonesia\",\"year\":\"2018-07-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/388a6bb2e0394e0d8deac836fe852da6\",\"readers\":0,\"subject_orig\":\"student-centered learning, correlation, class performances, teamwork and communication, learning motivation; Education; L; Medicine; R\",\"subject\":\"student-centered learning, correlation, class performances, teamwork and communication, learning motivation; Education; L; Medicine; R\",\"concepts\":\"Attitudes (Psychology); Attitude (Psychology); Drive (Psychology); Psychology of action; Action, Psychology of; Motivation (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Interpersonal communication; Learning; Learning process\",\"concepts_en\":\"Attitudes (Psychology); Attitude (Psychology); Drive (Psychology); Psychology of action; Action, Psychology of; Motivation (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Interpersonal communication; Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":77,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.179439516650538\",\"y\":\"0.186041593409012\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:3a86463a73be4edcaddecbf253efe443\",\"title\":\"SOFT SKILLS PROBLEM ON ELEMENTARY SCHOOL\",\"title_en\":\"SOFT SKILLS PROBLEM ON ELEMENTARY SCHOOL\",\"authors\":\"Farid Khoeroni\",\"paper_abstract\":\"This article explains the problem of soft skills in elementary school. So far, the orientation of education focused on hard skills while soft skills play a lot on social environment after graduating from school almost untouched at all. This research use descriptive qualitative method with qualitative analysis technique of content (content analysis). The result show that the problem of soft skills in basic education is the competence of the professional profession although it is rich in the concept of general education and Islamic education. But when it is not balanced with the competence of the profession the teacher will have implications on the readiness to deal with the social environment during adulthood.\",\"paper_abstract_en\":\"This article explains the problem of soft skills in elementary school. So far, the orientation of education focused on hard skills while soft skills play a lot on social environment after graduating from school almost untouched at all. This research use descriptive qualitative method with qualitative analysis technique of content (content analysis). The result show that the problem of soft skills in basic education is the competence of the professional profession although it is rich in the concept of general education and Islamic education. But when it is not balanced with the competence of the profession the teacher will have implications on the readiness to deal with the social environment during adulthood.\",\"published_in\":\"Sekolah Tinggi Agama Islam Negeri (STAIN) Kudus\",\"year\":\"2018-02-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/3a86463a73be4edcaddecbf253efe443\",\"readers\":0,\"subject_orig\":\"soft skills, professionalism, education; Education; L; Education (General); L7-991\",\"subject\":\"soft skills, professionalism, education; Education; L\",\"concepts\":\"Basic skills education; Basic education; Concept formation; Concepts; Education, General; General education; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Islam--Education; Muslim education; Education, Islamic; Islamic education; Education, Muslim; Volition; Will; Conation\",\"concepts_en\":\"Basic skills education; Basic education; Concept formation; Concepts; Education, General; General education; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Islam--Education; Muslim education; Education, Islamic; Islamic education; Education, Muslim; Volition; Will; Conation\",\"oa_state\":2,\"link\":\"\",\"relevance\":39,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.0475746297177161\",\"y\":\"0.20421451672222\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:3ed84c7269d04702aae52797bc1fe47e\",\"title\":\"Profil Soft skills Mahasiswa Pendidikan Teknik Boga (PTB) Fakultas Teknik Universitas Negeri Yogyakarta\",\"title_en\":\"Profil Soft skills Mahasiswa Pendidikan Teknik Boga (PTB) Fakultas Teknik Universitas Negeri Yogyakarta\",\"authors\":\"Siti Hamidah\",\"paper_abstract\":\"Abstrak: Profil Soft skills Mahasiswa Pendidikan Teknik Boga (PTB) Fakultas Teknik Universitas Negeri Yogyakarta. Penelitian ini bertujuan untuk memperoleh gambaran kekuatan dan kelemahan 9 soft skills mahasiswa PTB. Penelitian\\u00a0 diskriptif ini dilaksanakan di Program Studi PTB dengan menggunakan kuesioner respon. Sampel penelitian adalah semua mahasiswa semester 6. Data dianalisis secara diskriptif kuantitatif. Hasil Penelitian menunjukkan bahwa kekuatan soft skills mahasiswa PTB secara berturut adalah:\\u00a0 kemampuan untuk selalu belajar (72,89%), tanggung jawab (70,77%),\\u00a0 kerja sama dalam tim (68,61%), komitmen (67,96%), kreativitas (67,25%), disiplin (64,79%), usaha keras mencapai sukses (62,68%), pemecahan masalah (55,87%), komunikasi (49,90%). Keadaan kelemahan soft skills secara berturut: komunikasi (50,10%), pemecahan masalah (44, 13%),\\u00a0 usaha keras mencapai sukses (37,32%),\\u00a0 disiplin (35,21%), kreativitas (32,75%), komitmen (32,04%), kerjasama dalam tim (31,39%), tanggung jawab (29,23%), kemampuan untuk selalu belajar (27,11%). Dapat dinyatakan bahwa keadaan profil soft skills tersebut merupakan\\u00a0 hasil pengasuhan soft skills melalui pola pembelajaran model terpisah, terintegarsi dan\\u00a0\\u00a0 komplementatif. Kata kunci: profil, soft skills, mahasiswa\",\"paper_abstract_en\":\"Abstrak: Profil Soft skills Mahasiswa Pendidikan Teknik Boga (PTB) Fakultas Teknik Universitas Negeri Yogyakarta. Penelitian ini bertujuan untuk memperoleh gambaran kekuatan dan kelemahan 9 soft skills mahasiswa PTB. Penelitian\\u00a0 diskriptif ini dilaksanakan di Program Studi PTB dengan menggunakan kuesioner respon. Sampel penelitian adalah semua mahasiswa semester 6. Data dianalisis secara diskriptif kuantitatif. Hasil Penelitian menunjukkan bahwa kekuatan soft skills mahasiswa PTB secara berturut adalah:\\u00a0 kemampuan untuk selalu belajar (72,89%), tanggung jawab (70,77%),\\u00a0 kerja sama dalam tim (68,61%), komitmen (67,96%), kreativitas (67,25%), disiplin (64,79%), usaha keras mencapai sukses (62,68%), pemecahan masalah (55,87%), komunikasi (49,90%). Keadaan kelemahan soft skills secara berturut: komunikasi (50,10%), pemecahan masalah (44, 13%),\\u00a0 usaha keras mencapai sukses (37,32%),\\u00a0 disiplin (35,21%), kreativitas (32,75%), komitmen (32,04%), kerjasama dalam tim (31,39%), tanggung jawab (29,23%), kemampuan untuk selalu belajar (27,11%). Dapat dinyatakan bahwa keadaan profil soft skills tersebut merupakan\\u00a0 hasil pengasuhan soft skills melalui pola pembelajaran model terpisah, terintegarsi dan\\u00a0\\u00a0 komplementatif. Kata kunci: profil, soft skills, mahasiswa\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2013-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/3ed84c7269d04702aae52797bc1fe47e\",\"readers\":0,\"subject_orig\":\"Education; L\",\"subject\":\"Education; L\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":8,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.168374530440811\",\"y\":\"-0.243585102710705\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:4008695c0ae942328c4ccd9e9532874c\",\"title\":\"Integrating soft skills development into English language class\",\"title_en\":\"Integrating soft skills development into English language class\",\"authors\":\"Andrievskikh Svetlana; Lapina Valentina\",\"paper_abstract\":\"Many employers around the world express their concerns about recent graduates\\u2019 lack of necessary soft skills. They claim that new hires are inadequately prepared for handling some of the common challenges which have to be addressed at the workplace and the skills gap is widening with every passing year. Employers are looking for candidates who can understand and analyse ideas, tackle complex issues, actively contribute and take responsibility when working on projects, and are willing to develop their skills and acquire the new ones throughout their careers. Being aware of the problem, the authors undertook a study and propose some suggestions of integrating soft skills development into university English Language class.\",\"paper_abstract_en\":\"Many employers around the world express their concerns about recent graduates\\u2019 lack of necessary soft skills. They claim that new hires are inadequately prepared for handling some of the common challenges which have to be addressed at the workplace and the skills gap is widening with every passing year. Employers are looking for candidates who can understand and analyse ideas, tackle complex issues, actively contribute and take responsibility when working on projects, and are willing to develop their skills and acquire the new ones throughout their careers. Being aware of the problem, the authors undertook a study and propose some suggestions of integrating soft skills development into university English Language class.\",\"published_in\":\"EDP Sciences\",\"year\":\"2021-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/4008695c0ae942328c4ccd9e9532874c\",\"readers\":0,\"subject_orig\":\"Social Sciences; H\",\"subject\":\"Social Sciences; H\",\"concepts\":\"Being; Ontology; Language and languages; Foreign languages; Languages\",\"concepts_en\":\"Being; Ontology; Language and languages; Foreign languages; Languages\",\"oa_state\":2,\"link\":\"https:\\/\\/www.shs-conferences.org\\/articles\\/shsconf\\/pdf\\/2021\\/10\\/shsconf_dihelt2021_01026.pdf\",\"relevance\":64,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"-0.117426834509084\",\"y\":\"-0.0804606302856182\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:46d769ccd86746d8b3f4061366e1ca60\",\"title\":\"EVALUATION OF THE IMPLEMENTATION OF SIMULATION-BASED LEARNING IN FOURTH YEAR MEDICAL STUDENTS OF ATMA JAYA CATHOLIC UNIVERSITY OF INDONESIA\",\"title_en\":\"EVALUATION OF THE IMPLEMENTATION OF SIMULATION-BASED LEARNING IN FOURTH YEAR MEDICAL STUDENTS OF ATMA JAYA CATHOLIC UNIVERSITY OF INDONESIA\",\"authors\":\"Rhevensa Santoso; Natalia Puspadewi; Tommy Tanumiharja\",\"paper_abstract\":\"Background: Health care providers must achieve and maintainthe required competencyin providing services to patients; even more so in complex and stressful situations. Medical simulation is a method to facilitate training and assessment of clinical skills in medical students and physicians. This method has been implemented and recognized in many areas outside medicine, but because of various problems this method is relatively difficult to apply in the field of medicine. Methods: The design of this study was cross-sectional with quantitative method. Study participants were the fourth year students of Atma Jaya Catholic University of Indonesia, School of Medicine. Simulation-based learning (SBL) was implemented by a 2-day workshop. Participants were given a pretest and posttest to assess the cognitive aspect of their clinical skills, and assessment of case simulation using Objective Structured Clinical Examination (OSCE) and Team Observed Structured Clinical Examination(TOSCE) for their clinical and soft skills. Results: The difference of the knowledge before and after the intervention was not significant(p = 0,071). However, there was a significant difference of the clinical skills (p < 0,001) and soft skills (p < 0,001). Conclusion: Using SBL as a learning method can increase clinical skills and soft skills of the students significantly. To a smaller extent, using simulation based learning as learning method can increase knowledge of the students about SBL and cognitive aspect of clinical skills although itis statistically insignificant.\",\"paper_abstract_en\":\"Background: Health care providers must achieve and maintainthe required competencyin providing services to patients; even more so in complex and stressful situations. Medical simulation is a method to facilitate training and assessment of clinical skills in medical students and physicians. This method has been implemented and recognized in many areas outside medicine, but because of various problems this method is relatively difficult to apply in the field of medicine. Methods: The design of this study was cross-sectional with quantitative method. Study participants were the fourth year students of Atma Jaya Catholic University of Indonesia, School of Medicine. Simulation-based learning (SBL) was implemented by a 2-day workshop. Participants were given a pretest and posttest to assess the cognitive aspect of their clinical skills, and assessment of case simulation using Objective Structured Clinical Examination (OSCE) and Team Observed Structured Clinical Examination(TOSCE) for their clinical and soft skills. Results: The difference of the knowledge before and after the intervention was not significant(p = 0,071). However, there was a significant difference of the clinical skills (p < 0,001) and soft skills (p < 0,001). Conclusion: Using SBL as a learning method can increase clinical skills and soft skills of the students significantly. To a smaller extent, using simulation based learning as learning method can increase knowledge of the students about SBL and cognitive aspect of clinical skills although itis statistically insignificant.\",\"published_in\":\"Asosiasi Institusi Pendidikan Kedokteran Indonesia\",\"year\":\"2018-07-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/46d769ccd86746d8b3f4061366e1ca60\",\"readers\":0,\"subject_orig\":\"sbl, clinical skills, soft skills; Education; L; Medicine; R\",\"subject\":\"sbl, clinical skills, soft skills; Education; L; Medicine; R\",\"concepts\":\"Learning; Learning process\",\"concepts_en\":\"Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":71,\"cluster_labels\":\"Google services, History of scholarship, Learning project\",\"x\":\"0.262117172824679\",\"y\":\"0.0671330226552114\",\"area_uri\":6,\"area\":\"Google services, History of scholarship, Learning project\"},{\"id\":\"oai:doaj.org\\/article:46ff140e4784453b81ecea490430a97d\",\"title\":\"The of a strategy in smart learning based on learning project and Google services in the acquisition of teacher students at Aqsa University some skills of the twenty-first century\",\"title_en\":\"The of a strategy in smart learning based on learning project and Google services in the acquisition of teacher students at Aqsa University some skills of the twenty-first century\",\"authors\":\"Hasan Rebhi Mahdi\",\"paper_abstract\":\"The present study aimed at provide a strategy in smart learning based on learning project and Google services and then explore its effectiveness in the acquisition of teacher students at Aqsa University some skills of the twenty-one century such as (learning and innovation skills, the skills of digital technology and soft life skills). This required from the researcher to examine the twenty-first century skills that must be owned by the teacher students and then draw a strategy which includes a system of activities that facilitate the twenty-one century skills. In order to achieve the objectives of the study, the experimental and descriptive approach used to develop technological systems, as he designed the criteria of the twenty- one century three skills. The study was applied to a sample of (45) students of Al-Aqsa University who were selected intentionally.After the implementation of the study, the research found out that there was an active impact of the proposed strategy in the smart learning based on the integration between learning project and Google services in the acquisition of teachers students at Aqsa University, some of the twenty \\u2013first century skills in all three areas. It also showed that there are statistically significant difference between the two pre and post applications in favor of the post application in learning and innovation skills and digital technology skills (cognitive ,skills, and self-direction dimension\\u2019s) and soft life skills effectively according to the average acquisition for Black.\",\"paper_abstract_en\":\"The present study aimed at provide a strategy in smart learning based on learning project and Google services and then explore its effectiveness in the acquisition of teacher students at Aqsa University some skills of the twenty-one century such as (learning and innovation skills, the skills of digital technology and soft life skills). This required from the researcher to examine the twenty-first century skills that must be owned by the teacher students and then draw a strategy which includes a system of activities that facilitate the twenty-one century skills. In order to achieve the objectives of the study, the experimental and descriptive approach used to develop technological systems, as he designed the criteria of the twenty- one century three skills. The study was applied to a sample of (45) students of Al-Aqsa University who were selected intentionally.After the implementation of the study, the research found out that there was an active impact of the proposed strategy in the smart learning based on the integration between learning project and Google services in the acquisition of teachers students at Aqsa University, some of the twenty \\u2013first century skills in all three areas. It also showed that there are statistically significant difference between the two pre and post applications in favor of the post application in learning and innovation skills and digital technology skills (cognitive ,skills, and self-direction dimension\\u2019s) and soft life skills effectively according to the average acquisition for Black.\",\"published_in\":\"King Saud University\",\"year\":\"2018-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/46ff140e4784453b81ecea490430a97d\",\"readers\":0,\"subject_orig\":\"Smart E-Learning; learning project; Google services; Skills of 21 century; Education; L\",\"subject\":\"Smart E-Learning; learning project; Google services; Skills ofcentury; Education; L\",\"concepts\":\"Learning; Learning process\",\"concepts_en\":\"Learning; Learning process\",\"oa_state\":2,\"link\":\"https:\\/\\/jes.ksu.edu.sa\\/sites\\/jes.ksu.edu.sa\\/files\\/030-01-04.pdf\",\"relevance\":96,\"cluster_labels\":\"Google services, History of scholarship, Learning project\",\"x\":\"0.15253245576537\",\"y\":\"-0.0140668367136759\",\"area_uri\":6,\"area\":\"Google services, History of scholarship, Learning project\"},{\"id\":\"oai:doaj.org\\/article:4729ec53c1d14047ab5a8c53cbabc500\",\"title\":\"PENGEMBANGAN SOFT SKILLS MAHASISWA PROGRAM KELAS INTERNASIONAL MELALUI PEMBELAJARAN BERBASIS KONTEKS UNTUK MENINGKATKAN KUALITAS PROSES DAN HASIL BELAJAR MEKANIKA\",\"title_en\":\"PENGEMBANGAN SOFT SKILLS MAHASISWA PROGRAM KELAS INTERNASIONAL MELALUI PEMBELAJARAN BERBASIS KONTEKS UNTUK MENINGKATKAN KUALITAS PROSES DAN HASIL BELAJAR MEKANIKA\",\"authors\":\"D. Rosana; Jumadi -; Pujianto -\",\"paper_abstract\":\"

Pengembangan soft skills bukanlah hal baru dalam bidang pendidikan, karena landasan untuk pengembangannya sudah sangat jelas, UU Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, Bab I, Pasal 1 Ayat 1. Perlunya pengembangan soft skills di program kelas internasional terkait dengan permasalahan yang muncul di rintisan program kelas internasional yang sudah diselenggarakan di Jurusan Pendidikan Fisika FMIPA UNY. \\u00a0Dari kelas rintisan \\u00a0tersebut dapat teramati pada proses perkuliahan sering terlihat keraguan mahasiswa untuk terlibat aktif dalam perkuliahan. Selain karena kendala yang muncul akibat keterbatasan mahasiswa dalam menguasai percakapan bahasa Inggris, sehingga mereka memerlukan waktu lebih lama untuk menyimak isi perkuliahan, \\u00a0tapi juga yang tampak menonjol adalah pengaruh dari kurang berkembangnya soft skills mahasiswa.Rancangan eksperimen yang digunakan dalam penelitian ini adalah Non Random Pre-tes Post-test Control Group. Dalam rancangan ini, pengambilan subyektidak dilakukan secara rambang. Rancangan ini dipilih karena selama eksperimentidak memungkinkan untuk mengubah kelas yang telah ada. Pra tes digunakan untukmenyetarakan pengetahuan awal kedua kelompok sedangkan post tes digunakan untukmengukur hasil belajar dan lembar observasi untuk mengetahui perkembangan soft skillsselama dan setelah proses belajar. Kegiatan belajar yang dilakukan dengan berbasis konteks, menyebabkan peserta didik aktif merumuskan pertanyaan, mencari sumber informasi dan mengumpulkan informasi dari sumber, mengolah informasi yang sudah dimiliki, merekonstruksi data\\/fakta\\/nilai, menyajikan hasil rekonstruksi\\/proses pengembangan nilai. Hal ini menumbuhkan soft skills pada diri mahasiswa melalui berbagai kegiatan belajar yang terjadi di kelas pembelajaran, lingkungan kampus, dan tugas-tugas di luar kampus. Pengembangan soft skills ini berpengaruh secara signifikan terhadap peningkatan hasil belajar mahasiswa baik secara proses maupun produk yang di ambil datanya melalui tes.<\\/p>

\\u00a0<\\/p>


Development of soft skills is not new in the field of education , as a foundation for the development has been very clear , the Law No. 20 Year 2003 on National Education System , Chapter I , Article 1, Paragraph 1 . Necessity development of soft skills in the international class courses related to problems that arise in pilot programs that have an international class held at Department of Physics, State Education UNY . Of the stub class can be observed on the lecture often seen doubts of students to be actively involved in the lecture . In addition to constraints that arise due to the limitations of the student in mastering English conversation , so they take more time to listen to the contents of the lecture , but also that stood out was the effect of the lack of soft skills development mahasiswa.Rancangan experiments used in this study is the Non-Random Pre - test Post -test Control Group . In this design , making Rambang subyektidak done . This design was chosen because during eksperimentidak allows to modify existing classes . Pre- tests are used untukmenyetarakan prior knowledge while the second group used post- test learning outcomes and take into observation sheet to determine the development of soft skillsselama and after the learning process . Learning activities undertaken by the context -based , causing active students to formulate questions , seek resources and collect information from sources , process the information they have, reconstructing data \\/ fact \\/ value , presenting the results of the reconstruction \\/ development process value . This growing soft skills in students through a variety of self- learning activities that occur in the classroom learning , campus environment , and tasks outside the campus . The development of soft skills significantly influence the improvement of student learning outcomes both process and product are taken through the test data<\\/p>\",\"paper_abstract_en\":\"

Pengembangan soft skills bukanlah hal baru dalam bidang pendidikan, karena landasan untuk pengembangannya sudah sangat jelas, UU Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, Bab I, Pasal 1 Ayat 1. Perlunya pengembangan soft skills di program kelas internasional terkait dengan permasalahan yang muncul di rintisan program kelas internasional yang sudah diselenggarakan di Jurusan Pendidikan Fisika FMIPA UNY. \\u00a0Dari kelas rintisan \\u00a0tersebut dapat teramati pada proses perkuliahan sering terlihat keraguan mahasiswa untuk terlibat aktif dalam perkuliahan. Selain karena kendala yang muncul akibat keterbatasan mahasiswa dalam menguasai percakapan bahasa Inggris, sehingga mereka memerlukan waktu lebih lama untuk menyimak isi perkuliahan, \\u00a0tapi juga yang tampak menonjol adalah pengaruh dari kurang berkembangnya soft skills mahasiswa.Rancangan eksperimen yang digunakan dalam penelitian ini adalah Non Random Pre-tes Post-test Control Group. Dalam rancangan ini, pengambilan subyektidak dilakukan secara rambang. Rancangan ini dipilih karena selama eksperimentidak memungkinkan untuk mengubah kelas yang telah ada. Pra tes digunakan untukmenyetarakan pengetahuan awal kedua kelompok sedangkan post tes digunakan untukmengukur hasil belajar dan lembar observasi untuk mengetahui perkembangan soft skillsselama dan setelah proses belajar. Kegiatan belajar yang dilakukan dengan berbasis konteks, menyebabkan peserta didik aktif merumuskan pertanyaan, mencari sumber informasi dan mengumpulkan informasi dari sumber, mengolah informasi yang sudah dimiliki, merekonstruksi data\\/fakta\\/nilai, menyajikan hasil rekonstruksi\\/proses pengembangan nilai. Hal ini menumbuhkan soft skills pada diri mahasiswa melalui berbagai kegiatan belajar yang terjadi di kelas pembelajaran, lingkungan kampus, dan tugas-tugas di luar kampus. Pengembangan soft skills ini berpengaruh secara signifikan terhadap peningkatan hasil belajar mahasiswa baik secara proses maupun produk yang di ambil datanya melalui tes.<\\/p>

\\u00a0<\\/p>


Development of soft skills is not new in the field of education , as a foundation for the development has been very clear , the Law No. 20 Year 2003 on National Education System , Chapter I , Article 1, Paragraph 1 . Necessity development of soft skills in the international class courses related to problems that arise in pilot programs that have an international class held at Department of Physics, State Education UNY . Of the stub class can be observed on the lecture often seen doubts of students to be actively involved in the lecture . In addition to constraints that arise due to the limitations of the student in mastering English conversation , so they take more time to listen to the contents of the lecture , but also that stood out was the effect of the lack of soft skills development mahasiswa.Rancangan experiments used in this study is the Non-Random Pre - test Post -test Control Group . In this design , making Rambang subyektidak done . This design was chosen because during eksperimentidak allows to modify existing classes . Pre- tests are used untukmenyetarakan prior knowledge while the second group used post- test learning outcomes and take into observation sheet to determine the development of soft skillsselama and after the learning process . Learning activities undertaken by the context -based , causing active students to formulate questions , seek resources and collect information from sources , process the information they have, reconstructing data \\/ fact \\/ value , presenting the results of the reconstruction \\/ development process value . This growing soft skills in students through a variety of self- learning activities that occur in the classroom learning , campus environment , and tasks outside the campus . The development of soft skills significantly influence the improvement of student learning outcomes both process and product are taken through the test data<\\/p>\",\"published_in\":\"Universitas Negeri Semarang \",\"year\":\"2014-04-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/4729ec53c1d14047ab5a8c53cbabc500\",\"readers\":0,\"subject_orig\":\"soft skills; international class; quality processes; learning outcomes; Education; L; Education (General); L7-991\",\"subject\":\"soft skills; international class; quality processes; learning outcomes; Education; L\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Law; Legislative acts; Laws (Statutes); Acts, Legislative; Legislative enactments; Enactments, Legislative; Learning; Learning process; Mass communication; Communication, Primitive; Communication; Value; Standard of value; Values; Axiology; Worth\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Law; Legislative acts; Laws (Statutes); Acts, Legislative; Legislative enactments; Enactments, Legislative; Learning; Learning process; Mass communication; Communication, Primitive; Communication; Value; Standard of value; Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":56,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.173358471433731\",\"y\":\"0.0153619099594574\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:484a71cc9a714c27b4c18fb7ff72f30b\",\"title\":\"Implementation of Project-Based Learning to Enhance Students\\u2019 Writing Achievement in Higher Vocational Education\",\"title_en\":\"Implementation of Project-Based Learning to Enhance Students\\u2019 Writing Achievement in Higher Vocational Education\",\"authors\":\"Gusti Nyoman Ayu Sukerti; Kadek Yogi Susana\",\"paper_abstract\":\"The educational policy in higher vocational education particularly aims at accommodating the workplace requirements both in the area of practical and soft skills. Self-management, collaborative skill and problem solving are among sought-after soft skills needed to be acquired by the students. Project-based learning provides the incorporation of those skills as it involves series of phases which require students to perform self-directed or autonomous learning. This article presents results of the study concerning the impact of project-based learning implementation to students\\u2019 writing achievement. Participants were 64 second semester students from three different classes enrolled in a three-year undergraduate program in Informatics Management. Students were involved in series of project-based learning phases until the final products, i.e., essay with multiple effects and infographic were uploaded into students\\u2019 social media account. This classroom action research applied quantitative design and the data including pre-test and post-test scores were analyzed using SPSS statistic 21. \\u00a0Paired-sample t-test was used to analyze whether or not there was a significant difference in students\\u2019 English writing achievement before and after being taught using PBL. The study revealed that students gained higher mean score in their second essay and there was a strong impact of PBL in improving students\\u2019 achievement in writing. Considering the positive result of this study, PBL is recommended to be applied in teaching English for students in higher vocational education as it gives beneficial impact on students\\u2019 content learning and soft skills.\",\"paper_abstract_en\":\"The educational policy in higher vocational education particularly aims at accommodating the workplace requirements both in the area of practical and soft skills. Self-management, collaborative skill and problem solving are among sought-after soft skills needed to be acquired by the students. Project-based learning provides the incorporation of those skills as it involves series of phases which require students to perform self-directed or autonomous learning. This article presents results of the study concerning the impact of project-based learning implementation to students\\u2019 writing achievement. Participants were 64 second semester students from three different classes enrolled in a three-year undergraduate program in Informatics Management. Students were involved in series of project-based learning phases until the final products, i.e., essay with multiple effects and infographic were uploaded into students\\u2019 social media account. This classroom action research applied quantitative design and the data including pre-test and post-test scores were analyzed using SPSS statistic 21. \\u00a0Paired-sample t-test was used to analyze whether or not there was a significant difference in students\\u2019 English writing achievement before and after being taught using PBL. The study revealed that students gained higher mean score in their second essay and there was a strong impact of PBL in improving students\\u2019 achievement in writing. Considering the positive result of this study, PBL is recommended to be applied in teaching English for students in higher vocational education as it gives beneficial impact on students\\u2019 content learning and soft skills.\",\"published_in\":\"Politeknik Negeri Bali\",\"year\":\"2018-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/484a71cc9a714c27b4c18fb7ff72f30b\",\"readers\":0,\"subject_orig\":\"History of scholarship and learning. The humanities; AZ20-999; Social Sciences; H; Social sciences (General); H1-99\",\"subject\":\"History of scholarship ; Social Sciences; H\",\"concepts\":\"Being; Ontology; Learning; Learning process; Problem solving; Social media; User-generated media; Vocational training; Manpower training programs; Job training; Occupational training; Manpower development and training; Vocational training; Work experience; Education, Vocational; Vocational education\",\"concepts_en\":\"Being; Ontology; Learning; Learning process; Problem solving; Social media; User-generated media; Vocational training; Manpower training programs; Job training; Occupational training; Manpower development and training; Vocational training; Work experience; Education, Vocational; Vocational education\",\"oa_state\":2,\"link\":\"\",\"relevance\":103,\"cluster_labels\":\"Google services, History of scholarship, Learning project\",\"x\":\"0.214752852787651\",\"y\":\"0.163702485516495\",\"area_uri\":6,\"area\":\"Google services, History of scholarship, Learning project\"},{\"id\":\"oai:doaj.org\\/article:4a5bc4ea49f749409e88f59c7e0f08a9\",\"title\":\"Assessing soft skills of undergraduate students: framework for improving competitiveness, innovation and competence of higher education graduates\",\"title_en\":\"Assessing soft skills of undergraduate students: framework for improving competitiveness, innovation and competence of higher education graduates\",\"authors\":\"Ansar; Haris Ikhfan; Suking Arifin\",\"paper_abstract\":\"Research shows that soft skills, such as teamwork capability, creativity, time management, problem solving skills, communication skills, conflict management, leadership skills, cultural awareness, information management skills and work ethic, are the affective skills most demanded by industries\\/companies of today's entry-level employees. However, it is this same set of skills that industries claim are still not adequately teaching to the students in the higher education. The research was aimed at identifying life skill formation based teaching and learning model and concept by integrating and synergizing hard skills and soft skills. The research results in the mapped soft skill mastery profile of the students that was at the high category of 72,24%. The mapping will be used as the basic reference for the teaching and learning model developed in this research.\",\"paper_abstract_en\":\"Research shows that soft skills, such as teamwork capability, creativity, time management, problem solving skills, communication skills, conflict management, leadership skills, cultural awareness, information management skills and work ethic, are the affective skills most demanded by industries\\/companies of today's entry-level employees. However, it is this same set of skills that industries claim are still not adequately teaching to the students in the higher education. The research was aimed at identifying life skill formation based teaching and learning model and concept by integrating and synergizing hard skills and soft skills. The research results in the mapped soft skill mastery profile of the students that was at the high category of 72,24%. The mapping will be used as the basic reference for the teaching and learning model developed in this research.\",\"published_in\":\"Institute of Modern Humanitarian Researches\",\"year\":\"2018-04-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/4a5bc4ea49f749409e88f59c7e0f08a9\",\"readers\":0,\"subject_orig\":\"competitiveness; innovation; competence; graduate; higher education; life skill formation; History of scholarship and learning. The humanities; AZ20-999\",\"subject\":\"competitiveness; innovation; competence; graduate; higher education; life skill formation; History of scholarship \",\"concepts\":\"Concept formation; Concepts; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Industries; Industry; Industrial production; Interpersonal communication; Learning; Learning process; Mass communication; Communication, Primitive; Communication; Problem solving; Volition; Will; Conation\",\"concepts_en\":\"Concept formation; Concepts; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Industries; Industry; Industrial production; Interpersonal communication; Learning; Learning process; Mass communication; Communication, Primitive; Communication; Problem solving; Volition; Will; Conation\",\"oa_state\":2,\"link\":\"\",\"relevance\":27,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0213713378643392\",\"y\":\"0.0214289994750725\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:4b01e0085e364d8e9cbb12fc15d01ba6\",\"title\":\"\\u201cTo Follow the Law and Conscience\\u201d: Hard Skills and Soft Skills in the Legal Education\",\"title_en\":\"\\u201cTo Follow the Law and Conscience\\u201d: Hard Skills and Soft Skills in the Legal Education\",\"authors\":\"Ekaterina A. Koval; Andrey A. Sychev; Natalya V. Zhadunova; Liliya Yu. Fomina\",\"paper_abstract\":\"Introduction. The study is devoted to investigation of methods to integrate \\u201chard\\u201d and \\u201csoft\\u201d skills of law students. This approach is necessary for teaching students to make decisions in situations of value and norm uncertainty, which require the integration of law and morality, general cultural and professional competencies. The public use of hate speech is chosen as an example of a value-ambiguous problem. This problem involves the search for a certain balance of public and private interests, the right to freedom of expression and protection against discrimination, insult, stigmatization, the right to respect for private and family life. Materials and Methods. 62 students of legal specialities and areas of training were involved in the case study. Case materials were structured according to the levels of educational goals in accordance with Bloom\\u2019s classic taxonomy. The case is devoted to the analysis of the controversial commentary of Savva Terentyev. Results. The use of the case-method for decision-making under conditions of value-normative uncertainty (using the example of counteracting hate speech) made it possible to integrate the general cultural and professional competencies of law students, to involve students, who do not usually participate in discussions, in active group work. However, there are limitations to the use of the case method for integrating \\u201chard\\u201d and \\u201csoft\\u201d skills: preparation for the lesson is resource-intensive for both teacher and students; case materials quickly become obsolete and require constant updating and processing; the choice of material and its presentation in the classroom require a special pedagogical tact and a clear arrangement of axiological accents. Discussion and Conclusion. The results can be used to develop educational cases where general cultural and professional competencies of law students can be integrated, as well as to teach students how to make decisions in the face of value and norm uncertainty and to carry out personal and professional development.\",\"paper_abstract_en\":\"Introduction. The study is devoted to investigation of methods to integrate \\u201chard\\u201d and \\u201csoft\\u201d skills of law students. This approach is necessary for teaching students to make decisions in situations of value and norm uncertainty, which require the integration of law and morality, general cultural and professional competencies. The public use of hate speech is chosen as an example of a value-ambiguous problem. This problem involves the search for a certain balance of public and private interests, the right to freedom of expression and protection against discrimination, insult, stigmatization, the right to respect for private and family life. Materials and Methods. 62 students of legal specialities and areas of training were involved in the case study. Case materials were structured according to the levels of educational goals in accordance with Bloom\\u2019s classic taxonomy. The case is devoted to the analysis of the controversial commentary of Savva Terentyev. Results. The use of the case-method for decision-making under conditions of value-normative uncertainty (using the example of counteracting hate speech) made it possible to integrate the general cultural and professional competencies of law students, to involve students, who do not usually participate in discussions, in active group work. However, there are limitations to the use of the case method for integrating \\u201chard\\u201d and \\u201csoft\\u201d skills: preparation for the lesson is resource-intensive for both teacher and students; case materials quickly become obsolete and require constant updating and processing; the choice of material and its presentation in the classroom require a special pedagogical tact and a clear arrangement of axiological accents. Discussion and Conclusion. The results can be used to develop educational cases where general cultural and professional competencies of law students can be integrated, as well as to teach students how to make decisions in the face of value and norm uncertainty and to carry out personal and professional development.\",\"published_in\":\"National Research Mordova State University; MRSU\",\"year\":\"2020-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/4b01e0085e364d8e9cbb12fc15d01ba6\",\"readers\":0,\"subject_orig\":\"law; morality; integration of hard skills and soft skills; case method; legal education; valuenormative uncertainty; hate speech; personality development; human rights education; right to respect for private and family life; Education; L\",\"subject\":\"law; morality; integration of hard skills and soft skills; case method; legal education; valuenormative uncertainty; hate speech; personality development; human rights education; right to respect for private and family life; Education; L\",\"concepts\":\"Case study method; Case method; Case history method; Civil liberty; Freedom; Liberation; Personal liberty; Liberty; Emancipation; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Ethology; Deontology; Science, Moral; Ethics; Philosophy, Moral; Morality; Moral philosophy; Morals; Ethics, Primitive; Law; Legislative acts; Laws (Statutes); Acts, Legislative; Legislative enactments; Enactments, Legislative; Value; Standard of value; Values; Axiology; Worth; Vocational training; Work experience; Education, Vocational; Vocational education\",\"concepts_en\":\"Case study method; Case method; Case history method; Civil liberty; Freedom; Liberation; Personal liberty; Liberty; Emancipation; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Ethology; Deontology; Science, Moral; Ethics; Philosophy, Moral; Morality; Moral philosophy; Morals; Ethics, Primitive; Law; Legislative acts; Laws (Statutes); Acts, Legislative; Legislative enactments; Enactments, Legislative; Value; Standard of value; Values; Axiology; Worth; Vocational training; Work experience; Education, Vocational; Vocational education\",\"oa_state\":2,\"link\":\"\",\"relevance\":100,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.0716320589821963\",\"y\":\"0.316721398233418\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:5f1fc01f49c1400788eb61960336d637\",\"title\":\"ANALISIS KEMAMPUAN SOFT SKILLS SISWA KELAS XI SMK FUTUHIYYAH MRANGGEN DEMAK\",\"title_en\":\"ANALISIS KEMAMPUAN SOFT SKILLS SISWA KELAS XI SMK FUTUHIYYAH MRANGGEN DEMAK\",\"authors\":\"Muh Zam; Kholifatul Khoiriyyah\",\"paper_abstract\":\"Learning in SMK should be able to equip the skills to students, especially soft skills skills to work in the world of work, so that learning is more meaningful and useful for students. The design of learning with chemoenterpreneurship approach should foster the soft skills of the students, so this research aims to map the students' soft skills ability in quantitative descriptive. Technique of taking data using non test in the form of soft skill observation sheet. The study was conducted on students of class XI SMK Futuhiyyah Mranggen Demak. The results show that soft skills include: solving problems with high criteria, communicating with high criteria, high criteria leadership, creative thinking with high criteria and teamwork with high criteria.\",\"paper_abstract_en\":\"Learning in SMK should be able to equip the skills to students, especially soft skills skills to work in the world of work, so that learning is more meaningful and useful for students. The design of learning with chemoenterpreneurship approach should foster the soft skills of the students, so this research aims to map the students' soft skills ability in quantitative descriptive. Technique of taking data using non test in the form of soft skill observation sheet. The study was conducted on students of class XI SMK Futuhiyyah Mranggen Demak. The results show that soft skills include: solving problems with high criteria, communicating with high criteria, high criteria leadership, creative thinking with high criteria and teamwork with high criteria.\",\"published_in\":\"Universitas Islam Negeri (UIN) Walisongo Semarang\",\"year\":\"2018-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/5f1fc01f49c1400788eb61960336d637\",\"readers\":0,\"subject_orig\":\"chemoenterpreneurship; soft skills; Education; L; Education (General); L7-991; Science (General); Q1-390\",\"subject\":\"chemoenterpreneurship; soft skills; Education; L\",\"concepts\":\"Learning; Learning process; Mind; Thought and thinking; Thoughts; Thinking\",\"concepts_en\":\"Learning; Learning process; Mind; Thought and thinking; Thoughts; Thinking\",\"oa_state\":2,\"link\":\"\",\"relevance\":10,\"cluster_labels\":\"Google services, History of scholarship, Learning project\",\"x\":\"0.123437533598232\",\"y\":\"-0.0315200163180852\",\"area_uri\":6,\"area\":\"Google services, History of scholarship, Learning project\"},{\"id\":\"oai:doaj.org\\/article:5feb4b2ca8d5400a9f193e0a1d723043\",\"title\":\"Soft skills and universal competencies: relationship of concepts, structure and assessment\",\"title_en\":\"Soft skills and universal competencies: relationship of concepts, structure and assessment\",\"authors\":\"Drobotenko Yulia Borisovna; Nazarova Natalya Aleksandrovna; Smagina Irina Leonidovna; Panasenko Ekaterina Vladimirovna\",\"paper_abstract\":\"The task of a modern higher education institution is to form graduates\\u2019 competencies that contribute to the construction of a flexible professional path in today\\u2019s continuously changing society. Success in solving these problems is provided by the presence of university graduates of the so-called universal competencies (according to FSES 3++), reflected in the ability to think systematically, critically assess the situation and possible resources for solving the problem, the ability to cooperate and self-organize. In foreign educational practice, these competencies are known as \\u201cflexible\\u201d competencies or \\u201csoft\\u201d skills. The article aims to disclose the concepts of \\u201csoft skills\\u201d and \\u201cuniversal competencies\\u201d in a meaningful way, to correlate their structures and summarize the experience of soft skills and universal competencies assessment in Russian and foreign practice. Research methods include: theoretical analysis on different approaches to the interpretation of the concepts of \\u201csoft skills\\u201d and \\u201cuniversal competence\\u201d; structural-content and comparative analyses that allow us to identify the common and special in the content and structure of these concepts; summarizing the experience of assessing \\u201csoft\\u201d skills and universal competencies, which provides an opportunity to identify best practices for diagnosing these skills and competencies. The result of the study is seen in the presentation of tools for assessing the universal competence of university students and the development of recommendations for its application in practice. It is concluded that it is necessary to organize procedures for diagnosing the development of universal competencies of students at different stages of learning in higher education. The scientific novelty of the study is to enrich the ideas of the competence approach with the knowledge of the general and specific in the content and structure of \\u201csoft\\u201d skills and universal competencies, the peculiarities of their evaluation. Practical significance is seen in the possibility of using the materials of the article for further research; study the dynamics of the development of universal competencies; development of training materials for students of professional development courses.\",\"paper_abstract_en\":\"The task of a modern higher education institution is to form graduates\\u2019 competencies that contribute to the construction of a flexible professional path in today\\u2019s continuously changing society. Success in solving these problems is provided by the presence of university graduates of the so-called universal competencies (according to FSES 3++), reflected in the ability to think systematically, critically assess the situation and possible resources for solving the problem, the ability to cooperate and self-organize. In foreign educational practice, these competencies are known as \\u201cflexible\\u201d competencies or \\u201csoft\\u201d skills. The article aims to disclose the concepts of \\u201csoft skills\\u201d and \\u201cuniversal competencies\\u201d in a meaningful way, to correlate their structures and summarize the experience of soft skills and universal competencies assessment in Russian and foreign practice. Research methods include: theoretical analysis on different approaches to the interpretation of the concepts of \\u201csoft skills\\u201d and \\u201cuniversal competence\\u201d; structural-content and comparative analyses that allow us to identify the common and special in the content and structure of these concepts; summarizing the experience of assessing \\u201csoft\\u201d skills and universal competencies, which provides an opportunity to identify best practices for diagnosing these skills and competencies. The result of the study is seen in the presentation of tools for assessing the universal competence of university students and the development of recommendations for its application in practice. It is concluded that it is necessary to organize procedures for diagnosing the development of universal competencies of students at different stages of learning in higher education. The scientific novelty of the study is to enrich the ideas of the competence approach with the knowledge of the general and specific in the content and structure of \\u201csoft\\u201d skills and universal competencies, the peculiarities of their evaluation. Practical significance is seen in the possibility of using the materials of the article for further research; study the dynamics of the development of universal competencies; development of training materials for students of professional development courses.\",\"published_in\":\"EDP Sciences\",\"year\":\"2021-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/5feb4b2ca8d5400a9f193e0a1d723043\",\"readers\":0,\"subject_orig\":\"soft skills; universal competencies; competency assessment; case testing; Social Sciences; H\",\"subject\":\"soft skills; universal competencies; competency assessment; case testing; Social Sciences; H\",\"concepts\":\"Building design; Construction; Buildings--Design and construction; Architecture; Western architecture (Western countries); Architecture, Western (Western countries); Concept formation; Concepts; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Experience; Learning; Learning process; Possibility; Vocational training; Work experience; Education, Vocational; Vocational education\",\"concepts_en\":\"Building design; Construction; Buildings--Design and construction; Architecture; Western architecture (Western countries); Architecture, Western (Western countries); Concept formation; Concepts; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Experience; Learning; Learning process; Possibility; Vocational training; Work experience; Education, Vocational; Vocational education\",\"oa_state\":2,\"link\":\"https:\\/\\/www.shs-conferences.org\\/articles\\/shsconf\\/pdf\\/2021\\/32\\/shsconf_ees2021_02003.pdf\",\"relevance\":61,\"cluster_labels\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\",\"x\":\"-0.0103201394114805\",\"y\":\"0.166157639922694\",\"area_uri\":8,\"area\":\"Compet\\u00e8ncies transversals, Final Fantasy, Interactions sociales\"},{\"id\":\"oai:doaj.org\\/article:608a507ba3fb4139a6f1ee76f4ce8ca3\",\"title\":\"Soft skills formation by inductive method of grammar teaching at a non-linguistic university\",\"title_en\":\"Soft skills formation by inductive method of grammar teaching at a non-linguistic university\",\"authors\":\"Bobritskaya Julia M.; Lyubomirova Irina Yu.\",\"paper_abstract\":\"The article discusses the potential of inductive approach to grammar teaching at a non-linguistic university from the point of view of students\\u2019 soft skills formation. The modern higher education system differs greatly from that of the pre-Bologna Process period. Fundamental knowledge nowadays is not enough to get a well-paid and perspective job. Employers pay much attention to soft skills of employees: problem-solving skills, adaptability and flexibility, team-work skills, responsibility, analytical and interpersonal skills. Foreign language is one of the few university subjects which gives both teachers and students the opportunity of soft skills formation, especially in the process of inductive grammar mastering. Though deductive grammar teaching is widely used in university training in the framework of the cognitive-practical method, it is less productive in the development of analytical and creative thinking of students as well as in the formation of such soft skills as problem solving, team work and leadership skills. An experiment was carried out in St. Petersburg Forest Technical University to find out the opportunities of soft skills formation with the help of inductive grammar teaching method.\",\"paper_abstract_en\":\"The article discusses the potential of inductive approach to grammar teaching at a non-linguistic university from the point of view of students\\u2019 soft skills formation. The modern higher education system differs greatly from that of the pre-Bologna Process period. Fundamental knowledge nowadays is not enough to get a well-paid and perspective job. Employers pay much attention to soft skills of employees: problem-solving skills, adaptability and flexibility, team-work skills, responsibility, analytical and interpersonal skills. Foreign language is one of the few university subjects which gives both teachers and students the opportunity of soft skills formation, especially in the process of inductive grammar mastering. Though deductive grammar teaching is widely used in university training in the framework of the cognitive-practical method, it is less productive in the development of analytical and creative thinking of students as well as in the formation of such soft skills as problem solving, team work and leadership skills. An experiment was carried out in St. Petersburg Forest Technical University to find out the opportunities of soft skills formation with the help of inductive grammar teaching method.\",\"published_in\":\"Publishing and Printing Center NOSU\",\"year\":\"2019-09-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/608a507ba3fb4139a6f1ee76f4ce8ca3\",\"readers\":0,\"subject_orig\":\"inductive approach; grammar teaching; soft skills; non-linguistic university; Education (General); L7-991; Language and Literature; P\",\"subject\":\"inductive approach; grammar teaching; soft skills; non-linguistic university; Language and Literature; P\",\"concepts\":\"Attention; Flow (Psychology); Concentration (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Grammar, Comparative and general; Philosophical grammar; Grammar, Philosophical; Language and languages--Grammar, Comparative; Grammar; Comparative grammar; Grammar, Universal; Language and languages; Foreign languages; Languages; Mind; Thought and thinking; Thoughts; Thinking; Problem solving\",\"concepts_en\":\"Attention; Flow (Psychology); Concentration (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Grammar, Comparative and general; Philosophical grammar; Grammar, Philosophical; Language and languages--Grammar, Comparative; Grammar; Comparative grammar; Grammar, Universal; Language and languages; Foreign languages; Languages; Mind; Thought and thinking; Thoughts; Thinking; Problem solving\",\"oa_state\":2,\"link\":\"http:\\/\\/philjournal.ru\\/upload\\/2019-3\\/195-202.pdf\",\"relevance\":19,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"-0.0397099215686913\",\"y\":\"0.0124372089556224\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:6133643ee2724bd187a6e1a8049209f3\",\"title\":\"INTEGRATED DEVELOPMENT OF CHEMICAL TEACHING MATERIALS ON MATERIAL BASED THERMOCHEMICAL SOFT SKILLS FOR VOCATIONAL STUDENTS\",\"title_en\":\"INTEGRATED DEVELOPMENT OF CHEMICAL TEACHING MATERIALS ON MATERIAL BASED THERMOCHEMICAL SOFT SKILLS FOR VOCATIONAL STUDENTS\",\"authors\":\"S. D. Purnawan\",\"paper_abstract\":\"

Business and industrial field need workers who have not only good academic achievement but also the ability of hard skills and soft skills.\\u00a0 In order to prepare students who have a good academic skills, hard skills, soft skills it has to be done in all subjects including chemistry expertise to integrate the competencies of Motorcycle Engineering.\\u00a0 The research design uses One Group Pretest Posttest Design imposed on students in class XI SMK 1 Kedung TSM. Validator assessment results indicate that teaching materials developed very feasible for use in learning chemistry. \\u00a0The result show that the learning device by using the integrated chemistry materials can increase students understanding of the thermo chemistry material with the acquisition of N-gain is at 0.63 or in the medium category.\\u00a0 Group of high-achieving students have the score of N-gain of 0.65, while the medium-achieving students get 0.63 and low-achieving students get 0.61, all have medium category.\\u00a0 Percentage\\u00a0 of students who passes the mastery learning\\u00a0 if mastery learning (KKM) > 75 or reach 87 %.\\u00a0 The percentage of students\\u2019 soft skills in at least good criteria is at 87.10 %.\\u00a0 Students gave positive responses\\u00a0 90.71 % towards the learning material that is developed.<\\/p>\",\"paper_abstract_en\":\"

Business and industrial field need workers who have not only good academic achievement but also the ability of hard skills and soft skills.\\u00a0 In order to prepare students who have a good academic skills, hard skills, soft skills it has to be done in all subjects including chemistry expertise to integrate the competencies of Motorcycle Engineering.\\u00a0 The research design uses One Group Pretest Posttest Design imposed on students in class XI SMK 1 Kedung TSM. Validator assessment results indicate that teaching materials developed very feasible for use in learning chemistry. \\u00a0The result show that the learning device by using the integrated chemistry materials can increase students understanding of the thermo chemistry material with the acquisition of N-gain is at 0.63 or in the medium category.\\u00a0 Group of high-achieving students have the score of N-gain of 0.65, while the medium-achieving students get 0.63 and low-achieving students get 0.61, all have medium category.\\u00a0 Percentage\\u00a0 of students who passes the mastery learning\\u00a0 if mastery learning (KKM) > 75 or reach 87 %.\\u00a0 The percentage of students\\u2019 soft skills in at least good criteria is at 87.10 %.\\u00a0 Students gave positive responses\\u00a0 90.71 % towards the learning material that is developed.<\\/p>\",\"published_in\":\"Universitas Negeri Semarang \",\"year\":\"2015-11-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/6133643ee2724bd187a6e1a8049209f3\",\"readers\":0,\"subject_orig\":\"Integrated, Thermo Chemistry, Soft Skills; Education; L; Education (General); L7-991\",\"subject\":\"Integrated, Thermo Chemistry, Soft Skills; Education; L\",\"concepts\":\"Learning; Learning process\",\"concepts_en\":\"Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":76,\"cluster_labels\":\"Google services, History of scholarship, Learning project\",\"x\":\"0.217793651076181\",\"y\":\"0.0396456006434992\",\"area_uri\":6,\"area\":\"Google services, History of scholarship, Learning project\"},{\"id\":\"oai:doaj.org\\/article:62ed49abcfdc45e5bb1d66491622d833\",\"title\":\"Pengaruh Hard Skills, Soft Skills dan Mediasi Budaya Sekolah Terhadap Kapabilitas Inovasi Guru di Jawa Barat\",\"title_en\":\"Pengaruh Hard Skills, Soft Skills dan Mediasi Budaya Sekolah Terhadap Kapabilitas Inovasi Guru di Jawa Barat\",\"authors\":\"Masduki Asbari; Agus Purwanto; Laksmi Mayesti Wijayanti; Choi Chi Hyun; Sekundina Williana Kusumaningsih; Evy Yanthy; Firdaus Putra; Winanti Winanti; Donna Imelda; Rudy Pramono; Innocentius Bernarto\",\"paper_abstract\":\"This study aims to measure the effect of hard skills and soft skills on the innovation ability of the teachers in West Java which are mediated by organizational culture. The method used in this research is quantitative method. Data collection is done by simple random sampling via electronic to the teacher population in West Java. The results of the returned and valid questionnaire are 667 samples. Data processing using SEM method with SmartPLS 3.0 software. The results of this study concluded that hard skills and soft skills have a positive and significant effect on teacher innovation ability, both directly and indirectly through mediating organizational culture. This new research proposes a model to build innovation capabilities of the teachers among teachers in West Java through enhancing hard skills and soft skills with organizational culture as a mediator. This research can pave the way to increase teacher readiness in the face of the education 4.0.\",\"paper_abstract_en\":\"This study aims to measure the effect of hard skills and soft skills on the innovation ability of the teachers in West Java which are mediated by organizational culture. The method used in this research is quantitative method. Data collection is done by simple random sampling via electronic to the teacher population in West Java. The results of the returned and valid questionnaire are 667 samples. Data processing using SEM method with SmartPLS 3.0 software. The results of this study concluded that hard skills and soft skills have a positive and significant effect on teacher innovation ability, both directly and indirectly through mediating organizational culture. This new research proposes a model to build innovation capabilities of the teachers among teachers in West Java through enhancing hard skills and soft skills with organizational culture as a mediator. This research can pave the way to increase teacher readiness in the face of the education 4.0.\",\"published_in\":\"LPPM Universitas Pendidikan Mandalika\",\"year\":\"2020-03-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/62ed49abcfdc45e5bb1d66491622d833\",\"readers\":0,\"subject_orig\":\"hard skills, soft skills,.organizational culture, teacher innovation.; Education; L\",\"subject\":\"hard skills, soft skills,.organizational culture, ; Education; L\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Human populations; Human population; Populations, Human; Population growth; Population\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Human populations; Human population; Populations, Human; Population growth; Population\",\"oa_state\":2,\"link\":\"\",\"relevance\":55,\"cluster_labels\":\"Industrial world, Inovasi guru, Soft skills dan\",\"x\":\"-0.0603394611303634\",\"y\":\"0.056264086940859\",\"area_uri\":11,\"area\":\"Industrial world, Inovasi guru, Soft skills dan\"},{\"id\":\"oai:doaj.org\\/article:645d71fcc4e24c57845455b98cb79ce5\",\"title\":\"Is Current Formative Assessment Still Relevant in Turning Students into Deep Learners?\",\"title_en\":\"Is Current Formative Assessment Still Relevant in Turning Students into Deep Learners?\",\"authors\":\"Noor Liza Adnan; Nur Raihana Mohd Sallem; Rokiah Muda; Wan Karomiah Wan Abdullah\",\"paper_abstract\":\"Universities should design the assessment activities that could induce students to be deep learners instead of surface learners, and at the same time equip them with relevant soft skills. This paper aims to gain insight on students\\u2019 perception on the appropriateness of the assessment activities in developing soft skills of a management accounting subject at a public university in Malaysia. 420 usable questionnaires were collected out of 686 distributed to fourth semester students taking the said subject. Descriptive statistics and Mann-Whitney U test were conducted to achieve the objective. Results revealed that students did not benefit much from test or quiz implying that such assessment does not turn students into deep learners as expected. On the other hand, group work and presentation do contribute to the development of soft skills. However, findings should not be generalized to other subjects.\",\"paper_abstract_en\":\"Universities should design the assessment activities that could induce students to be deep learners instead of surface learners, and at the same time equip them with relevant soft skills. This paper aims to gain insight on students\\u2019 perception on the appropriateness of the assessment activities in developing soft skills of a management accounting subject at a public university in Malaysia. 420 usable questionnaires were collected out of 686 distributed to fourth semester students taking the said subject. Descriptive statistics and Mann-Whitney U test were conducted to achieve the objective. Results revealed that students did not benefit much from test or quiz implying that such assessment does not turn students into deep learners as expected. On the other hand, group work and presentation do contribute to the development of soft skills. However, findings should not be generalized to other subjects.\",\"published_in\":\"UIKTEN\",\"year\":\"2019-02-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/645d71fcc4e24c57845455b98cb79ce5\",\"readers\":0,\"subject_orig\":\"Test and quiz; Formative assessment; Traditional assessment; Group work and presentation; Soft skills; Education; L; Technology; T\",\"subject\":\"Test and quiz; Formative assessment; Traditional assessment; Group work and presentation; Soft skills; Education; L; Technology; T\",\"concepts\":\"Subject (Philosophy)\",\"concepts_en\":\"Subject (Philosophy)\",\"oa_state\":2,\"link\":\"http:\\/\\/www.temjournal.com\\/content\\/81\\/TEMJournalFebruary2019_298_304.pdf\",\"relevance\":72,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.290564121011364\",\"y\":\"0.142466276905666\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:6b2516abd18943469092bd0ac2a2fb88\",\"title\":\"Generation Z: Fitting Project Management Soft Skills Competencies\\u2014A Mixed-Method Approach\",\"title_en\":\"Generation Z: Fitting Project Management Soft Skills Competencies\\u2014A Mixed-Method Approach\",\"authors\":\"Jos\\u00e9 Magano; Cl\\u00e1udia Silva; Cl\\u00e1udia Figueiredo; Andreia Vit\\u00f3ria; Teresa Nogueira; Maria Alzira Pimenta Dinis\",\"paper_abstract\":\"Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its members (Gen Zers) traits, we explore the self-awareness of their profile, strengths and weaknesses with an empirical study. We used a mixed-method approach, implementing a survey on a sample of 211 college students about to enter the labor market. Comparing our survey results with the literature, we identified differences that reveal some of the lack of awareness of Gen Zers about their traits. Further analysis also revealed a significant correlation between the most highlighted Generation Z traits and essential project management soft skills, pointing to Generation Z as a promissory asset in the project management field. However, other essential project management (PM) soft skills were not grounded in personality traits. Our findings, namely the lack of awareness and association results, suggest the need for further research on educational approaches and re-thinking and targeting education and training policies that could strengthen Generation Z soft skills. Our results also suggest reflections about whether the Gen Zers traits fit the PM competencies sought by organizations.\",\"paper_abstract_en\":\"Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its members (Gen Zers) traits, we explore the self-awareness of their profile, strengths and weaknesses with an empirical study. We used a mixed-method approach, implementing a survey on a sample of 211 college students about to enter the labor market. Comparing our survey results with the literature, we identified differences that reveal some of the lack of awareness of Gen Zers about their traits. Further analysis also revealed a significant correlation between the most highlighted Generation Z traits and essential project management soft skills, pointing to Generation Z as a promissory asset in the project management field. However, other essential project management (PM) soft skills were not grounded in personality traits. Our findings, namely the lack of awareness and association results, suggest the need for further research on educational approaches and re-thinking and targeting education and training policies that could strengthen Generation Z soft skills. Our results also suggest reflections about whether the Gen Zers traits fit the PM competencies sought by organizations.\",\"published_in\":\"MDPI AG\",\"year\":\"2020-07-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/6b2516abd18943469092bd0ac2a2fb88\",\"readers\":0,\"subject_orig\":\"competencies; project management; education; soft skills; Generation Z; Education; L\",\"subject\":\"competencies; project management; education; soft skills; Generation Z; Education; L\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Literature; Western literature (Western countries); World literature; Belles-lettres; Traits, Personality; Personality; Personality theory; Personology; Personal identity; Personality traits; Personality psychology\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Literature; Western literature (Western countries); World literature; Belles-lettres; Traits, Personality; Personality; Personality theory; Personology; Personal identity; Personality traits; Personality psychology\",\"oa_state\":2,\"link\":\"\",\"relevance\":89,\"cluster_labels\":\"Front office, Project management, Soft skills\",\"x\":\"-0.237427659158582\",\"y\":\"0.144033237322829\",\"area_uri\":10,\"area\":\"Front office, Project management, Soft skills\"},{\"id\":\"oai:doaj.org\\/article:6df8914edbfe4063a8d4b771c8778d29\",\"title\":\"Soft skills profile of vocational school students in Yogyakarta City for entering the industrial world\",\"title_en\":\"Soft skills profile of vocational school students in Yogyakarta City for entering the industrial world\",\"authors\":\"Tri Wulaningrum; Samsul Hadi\",\"paper_abstract\":\"This study aims to determine the profile and how much the level of soft skills of Vocational High School students in Yogyakarta City. This study is survey research. The population of this study was all students grade XI of State Vocational Schools in Yogyakarta City. The sample of this study was 990 students. The data were collected using a questionnaire. The data were then analyzed and presented in a percentage form. The results of the study present that the percentage gain shows the soft skill profile of Vocational High School students in Yogyakarta City in each aspect, namely communication\\/persuasion skills of 75.19%; performance management skills of 77.22%; self management skills of 70.27%; interpersonal skills of 78.68%; leadership\\/organizational skills of 77.85%; and cultural skills of 75.60%. Then, the level of soft skills ability of Vocational High School students in Yogyakarta City is generally categorized in medium, which is in the profile range between M-0.5SD and M + 0.5SD (M - 0.5SD x \\u00a0M + 0.5SD).\",\"paper_abstract_en\":\"This study aims to determine the profile and how much the level of soft skills of Vocational High School students in Yogyakarta City. This study is survey research. The population of this study was all students grade XI of State Vocational Schools in Yogyakarta City. The sample of this study was 990 students. The data were collected using a questionnaire. The data were then analyzed and presented in a percentage form. The results of the study present that the percentage gain shows the soft skill profile of Vocational High School students in Yogyakarta City in each aspect, namely communication\\/persuasion skills of 75.19%; performance management skills of 77.22%; self management skills of 70.27%; interpersonal skills of 78.68%; leadership\\/organizational skills of 77.85%; and cultural skills of 75.60%. Then, the level of soft skills ability of Vocational High School students in Yogyakarta City is generally categorized in medium, which is in the profile range between M-0.5SD and M + 0.5SD (M - 0.5SD x \\u00a0M + 0.5SD).\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2019-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/6df8914edbfe4063a8d4b771c8778d29\",\"readers\":0,\"subject_orig\":\"vocational school students; industrial world; soft skills profile; Education; L\",\"subject\":\"vocational school students; industrial world; soft skills profile; Education; L\",\"concepts\":\"Human populations; Human population; Populations, Human; Population growth; Population\",\"concepts_en\":\"Human populations; Human population; Populations, Human; Population growth; Population\",\"oa_state\":2,\"link\":\"\",\"relevance\":45,\"cluster_labels\":\"Industrial world, Inovasi guru, Soft skills dan\",\"x\":\"0.111190839004913\",\"y\":\"-0.0535782140193899\",\"area_uri\":11,\"area\":\"Industrial world, Inovasi guru, Soft skills dan\"},{\"id\":\"oai:doaj.org\\/article:6fa58850d9b34b549f645c3691b66c68\",\"title\":\"Implementation of PBL to enhance the soft skills of engineering students\",\"title_en\":\"Implementation of PBL to enhance the soft skills of engineering students\",\"authors\":\"Idrus Hairuzila; Abdullah Muhammad Ridhuan Tony Lim\",\"paper_abstract\":\"The objective of this paper is to look into the implementation of PBL in the teaching of engineering courses to enhance the students\\u2019 ability in soft skills. The importance of soft skills has been acknowledged in most occupations and many organizations make selection and performance evaluation decisions based in part on employees\\u2019 soft skills. Problem Based Learning (PBL) is a pedagogical approach that has the potential to harness students\\u2019 ability in soft skills. Thus, this study looks into the implementation of PBL at a private university in Malaysia based on the lecturers\\u2019 industry experience, teaching experience and the engineering program they are in. A set of questionnaire is given to 90 lecturers teaching engineering courses to gauge the extent to which PBL is employed by the lecturers. An independent-samples t-test was conducted to compare the mean scores of the two groups which were the lecturers with industry experience and the ones without industry experience on the teaching approaches employed by them. A one-way between-groups analysis of variance (ANOVA) is conducted to explore the teaching methods employed by lecturers of different years of teaching experience and engineering programs. The analysis showed that 77.7 % of the lecturers prefer to employ problem-based learning (PBL) in their teaching of engineering courses. The results also revealed that the preference stayed constant in relation to the lecturers\\u2019 experience with the industry, years of teaching experience and the engineering program they are in. Thus, this illustrates that the lecturers prefer to employ student-cantered approach which lead to producing students with better soft skills like critical thinking. Similar patterns appeared in relations to the comparison by years of teaching experience, where lecturers with 6-10 years of teaching experience highly employed PBL. On the comparison by engineering program, lecturers from Chemical engineering (CE) program show the most frequently usage of PBL. The study also found that the soft skills that could be enhanced through PBL are critical thinking and problem solving skills, communication skills and teamwork skills.\",\"paper_abstract_en\":\"The objective of this paper is to look into the implementation of PBL in the teaching of engineering courses to enhance the students\\u2019 ability in soft skills. The importance of soft skills has been acknowledged in most occupations and many organizations make selection and performance evaluation decisions based in part on employees\\u2019 soft skills. Problem Based Learning (PBL) is a pedagogical approach that has the potential to harness students\\u2019 ability in soft skills. Thus, this study looks into the implementation of PBL at a private university in Malaysia based on the lecturers\\u2019 industry experience, teaching experience and the engineering program they are in. A set of questionnaire is given to 90 lecturers teaching engineering courses to gauge the extent to which PBL is employed by the lecturers. An independent-samples t-test was conducted to compare the mean scores of the two groups which were the lecturers with industry experience and the ones without industry experience on the teaching approaches employed by them. A one-way between-groups analysis of variance (ANOVA) is conducted to explore the teaching methods employed by lecturers of different years of teaching experience and engineering programs. The analysis showed that 77.7 % of the lecturers prefer to employ problem-based learning (PBL) in their teaching of engineering courses. The results also revealed that the preference stayed constant in relation to the lecturers\\u2019 experience with the industry, years of teaching experience and the engineering program they are in. Thus, this illustrates that the lecturers prefer to employ student-cantered approach which lead to producing students with better soft skills like critical thinking. Similar patterns appeared in relations to the comparison by years of teaching experience, where lecturers with 6-10 years of teaching experience highly employed PBL. On the comparison by engineering program, lecturers from Chemical engineering (CE) program show the most frequently usage of PBL. The study also found that the soft skills that could be enhanced through PBL are critical thinking and problem solving skills, communication skills and teamwork skills.\",\"published_in\":\"EDP Sciences\",\"year\":\"2018-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/6fa58850d9b34b549f645c3691b66c68\",\"readers\":0,\"subject_orig\":\"Social Sciences; H\",\"subject\":\"Social Sciences; H\",\"concepts\":\"Experience; Industries; Industry; Industrial production; Interpersonal communication; Learning; Learning process; Mind; Thought and thinking; Thoughts; Thinking; Problem solving\",\"concepts_en\":\"Experience; Industries; Industry; Industrial production; Interpersonal communication; Learning; Learning process; Mind; Thought and thinking; Thoughts; Thinking; Problem solving\",\"oa_state\":2,\"link\":\"\",\"relevance\":53,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.278831855500776\",\"y\":\"-0.00215968680806673\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:7216306867a54b65b237a3cceed05826\",\"title\":\"PENGALAMAN BERORGANISASI DALAM MEMBENTUK SOFT SKILL MAHASISWA\",\"title_en\":\"PENGALAMAN BERORGANISASI DALAM MEMBENTUK SOFT SKILL MAHASISWA\",\"authors\":\"Suranto Suranto; Famila Rusdianti\",\"paper_abstract\":\"The purposes of this study are to determine what factors affect the students of the Faculty of Teacher Training and Education (FKIP) Muhammadiyah University of Surakarta and to find out how important the experience of organizing in forming soft skill student. The type of this research is qualitative research with ethnography method. The subject of this research are students of Accounting Education Faculty of Teacher Training and Education UMS. The results of this study claimed the organization\\u2019s experience can develop the students\\u2019 soft skills, advantages acquired in organization that are developing leadership skill, communication skill, teamwork, networking, problem solving, and managing conflict. This results claimed that three intrinsic factors consisted of interest, talent, and perception. The factor of perception becomes fundamental\\u2019s factor is to influence students to join the organization. The students have a viewpoint that the organization activities can develop and improve the students\\u2019 soft skills.\",\"paper_abstract_en\":\"The purposes of this study are to determine what factors affect the students of the Faculty of Teacher Training and Education (FKIP) Muhammadiyah University of Surakarta and to find out how important the experience of organizing in forming soft skill student. The type of this research is qualitative research with ethnography method. The subject of this research are students of Accounting Education Faculty of Teacher Training and Education UMS. The results of this study claimed the organization\\u2019s experience can develop the students\\u2019 soft skills, advantages acquired in organization that are developing leadership skill, communication skill, teamwork, networking, problem solving, and managing conflict. This results claimed that three intrinsic factors consisted of interest, talent, and perception. The factor of perception becomes fundamental\\u2019s factor is to influence students to join the organization. The students have a viewpoint that the organization activities can develop and improve the students\\u2019 soft skills.\",\"published_in\":\"Muhammadiyah University Press\",\"year\":\"2018-09-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/7216306867a54b65b237a3cceed05826\",\"readers\":0,\"subject_orig\":\"experience of organization, student, soft skill, intrinsic factor, extrinsic factor; Social Sciences; H; Social sciences (General); H1-99\",\"subject\":\"experience of organization, student, soft skill, intrinsic factor, extrinsic factor; Social Sciences; H\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Ethnology; Cultural anthropology; Social anthropology; Ethnography; Races of man; Experience; Mass communication; Communication, Primitive; Communication; Problem solving; Subject (Philosophy)\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Ethnology; Cultural anthropology; Social anthropology; Ethnography; Races of man; Experience; Mass communication; Communication, Primitive; Communication; Problem solving; Subject (Philosophy)\",\"oa_state\":2,\"link\":\"\",\"relevance\":98,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0317092297590681\",\"y\":\"0.103378307333778\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:74cff41f53594a43bebb1e940828514a\",\"title\":\"PERCEPTIONS OF SOFT SKILLS BY RUSSIA\\u2019S UNIVERSITY LECTURERS AND STUDENTS IN THE CONTEXT OF THE WORLD EXPERIENCE\",\"title_en\":\"PERCEPTIONS OF SOFT SKILLS BY RUSSIA\\u2019S UNIVERSITY LECTURERS AND STUDENTS IN THE CONTEXT OF THE WORLD EXPERIENCE\",\"authors\":\"Lilia K Raitskaya; Elena V Tikhonova\",\"paper_abstract\":\"The changing nature of the economy and society at the information stage of the civilization development has led to a deep transformation of the labour market and new employability requirements. In addition to professional competencies, those cover a number of transversal skills that are termed as \\u2018soft skills\\u2019. As a consequence, the market economy countries actively pursue educational reforms that align soft skills with university curricula for bachelor and master students. As its market economy has been developing only for about 30 years, Russia is to face a challenge of working out a similar educational policy. To grasp the understanding of soft skills infusion into Russia\\u2019s university education, the authors conducted a study with a view to finding out the academic community\\u2019s perceptions of soft skills. The research entailed a theoretical and empirical stages, with the first one covering an analysis of literature on soft skills via comparative methods in order to come to a uniform definition and prevailing classification of soft skills (as a basis for questionnaires), and the surveying stage with 135 lecturers and 312 students involved. The findings implicate the participants\\u2019 perceptions of soft skills, most efficient academic disciplines and teaching\\/ learning techniques for fostering students\\u2019 soft skills and confirm the hypothesis that in Russia there are random soft skills inclusions in curricula and few practices to nurture the skills that justify the need for developing a new governmental policy to cover the gap.\",\"paper_abstract_en\":\"The changing nature of the economy and society at the information stage of the civilization development has led to a deep transformation of the labour market and new employability requirements. In addition to professional competencies, those cover a number of transversal skills that are termed as \\u2018soft skills\\u2019. As a consequence, the market economy countries actively pursue educational reforms that align soft skills with university curricula for bachelor and master students. As its market economy has been developing only for about 30 years, Russia is to face a challenge of working out a similar educational policy. To grasp the understanding of soft skills infusion into Russia\\u2019s university education, the authors conducted a study with a view to finding out the academic community\\u2019s perceptions of soft skills. The research entailed a theoretical and empirical stages, with the first one covering an analysis of literature on soft skills via comparative methods in order to come to a uniform definition and prevailing classification of soft skills (as a basis for questionnaires), and the surveying stage with 135 lecturers and 312 students involved. The findings implicate the participants\\u2019 perceptions of soft skills, most efficient academic disciplines and teaching\\/ learning techniques for fostering students\\u2019 soft skills and confirm the hypothesis that in Russia there are random soft skills inclusions in curricula and few practices to nurture the skills that justify the need for developing a new governmental policy to cover the gap.\",\"published_in\":\"Peoples\\u2019 Friendship University of Russia (RUDN University)\",\"year\":\"2018-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/74cff41f53594a43bebb1e940828514a\",\"readers\":0,\"subject_orig\":\"soft skills; soft skills; university; labour market; competiveness; transversal skills; Education; L; Psychology; BF1-990\",\"subject\":\"soft skills; soft skills; university; labour market; competiveness; transversal skills; Education; L; Psychology\",\"concepts\":\"Capitalism; Market economy; Civilisation; Barbarism; Civilization; Drama; Dramas; Dramatic works; Playscripts; Plays; Drama--Philosophy; Stage; Drama, Modern; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Number concept; Theatre; Dramatics; Professional theater; Histrionics; Stage; Theater\",\"concepts_en\":\"Capitalism; Market economy; Civilisation; Barbarism; Civilization; Drama; Dramas; Dramatic works; Playscripts; Plays; Drama--Philosophy; Stage; Drama, Modern; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Number concept; Theatre; Dramatics; Professional theater; Histrionics; Stage; Theater\",\"oa_state\":2,\"link\":\"\",\"relevance\":7,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0143141464514403\",\"y\":\"0.0275898118147428\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:79ccb68c1c32493baad9fbccb8162f88\",\"title\":\"Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning\",\"title_en\":\"Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning\",\"authors\":\"Tevdovska Elena Spirovska\",\"paper_abstract\":\"The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants\\u2019 views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.\",\"paper_abstract_en\":\"The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants\\u2019 views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.\",\"published_in\":\"Sciendo\",\"year\":\"2015-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/79ccb68c1c32493baad9fbccb8162f88\",\"readers\":0,\"subject_orig\":\"soft skills; hard skills; efl classroom; model; activities; Law; K; Political science (General); JA1-92\",\"subject\":\"soft skills; hard skills; efl classroom; model; activities; Law; K\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Language and languages; Foreign languages; Languages; Learning; Learning process; Volition; Will; Conation\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Language and languages; Foreign languages; Languages; Learning; Learning process; Volition; Will; Conation\",\"oa_state\":2,\"link\":\"\",\"relevance\":2,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"0.0105610659264129\",\"y\":\"0.0160544132061017\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:79debe632ad4482d94f3d7851d4cb264\",\"title\":\"PENGEMBANGAN SOFT SKILL DALAM PENDIDIKAN SEBAGAI BEKAL KEWIRAUSAHAAN\",\"title_en\":\"PENGEMBANGAN SOFT SKILL DALAM PENDIDIKAN SEBAGAI BEKAL KEWIRAUSAHAAN\",\"authors\":\"Setya Widyawati\",\"paper_abstract\":\"Directorate of Academic and Directorate of Institutional,\\u00c2\\u00a0Directorate-General of Higher Education\\u00c2\\u00a0 has launched Soft Skills Developing Program awarded on\\u00c2\\u00a0a\\u00c2\\u00a0competitive basis to the circle of\\u00c2\\u00a0 higher education. In this period of intense competition,\\u00c2\\u00a0the development of hard skills should be in\\u00c2\\u00a0 line with that of soft skills in higher education as an institution that turns out steadfast and excellent\\u00c2\\u00a0 human resources. To instill soft skills needs some exemplars,\\u00c2\\u00a0ranging from university leaders,\\u00c2\\u00a0 lecturers, and supporting staffs as the\\u00c2\\u00a0front liners\\u00c2\\u00a0who have direct contacts with students. If\\u00c2\\u00a0 students are accustomed to be treated well and respected, sooner or later they will be good servants\\u00c2\\u00a0 in society.\\u00c2\\u00a0This is meant by\\u00c2\\u00a0a\\u00c2\\u00a0simple transmission. The alternative transmissions of soft skills,\\u00c2\\u00a0 among others,\\u00c2\\u00a0are through\\u00c2\\u00a01)\\u00c2\\u00a0teaching method called Student Centre Learning (SCL) implemented\\u00c2\\u00a0 in teaching process by three ways, namely, Lecture role model, Message of the week, and Hidden\\u00c2\\u00a0 curriculum;\\u00c2\\u00a02)\\u00c2\\u00a0Student Extracurricular Activity Units covering spirituality, art, sports, and so on.\\u00c2\\u00a0 As the domain of emotional quotient, soft skills have an important role in entrepreneurial spirit.\\u00c2\\u00a0 Entrepreneurial spirit has nothing to do with academic intelligence, with the skill to get the job done\\u00c2\\u00a0 perfectly, but entrepreneurial spirit is\\u00c2\\u00a0a\\u00c2\\u00a0dynamic spirit to turn\\u00c2\\u00a0a\\u00c2\\u00a0challenge into an opportunity. Key words: soft skills, education, entrepreneurship.\",\"paper_abstract_en\":\"Directorate of Academic and Directorate of Institutional,\\u00c2\\u00a0Directorate-General of Higher Education\\u00c2\\u00a0 has launched Soft Skills Developing Program awarded on\\u00c2\\u00a0a\\u00c2\\u00a0competitive basis to the circle of\\u00c2\\u00a0 higher education. In this period of intense competition,\\u00c2\\u00a0the development of hard skills should be in\\u00c2\\u00a0 line with that of soft skills in higher education as an institution that turns out steadfast and excellent\\u00c2\\u00a0 human resources. To instill soft skills needs some exemplars,\\u00c2\\u00a0ranging from university leaders,\\u00c2\\u00a0 lecturers, and supporting staffs as the\\u00c2\\u00a0front liners\\u00c2\\u00a0who have direct contacts with students. If\\u00c2\\u00a0 students are accustomed to be treated well and respected, sooner or later they will be good servants\\u00c2\\u00a0 in society.\\u00c2\\u00a0This is meant by\\u00c2\\u00a0a\\u00c2\\u00a0simple transmission. The alternative transmissions of soft skills,\\u00c2\\u00a0 among others,\\u00c2\\u00a0are through\\u00c2\\u00a01)\\u00c2\\u00a0teaching method called Student Centre Learning (SCL) implemented\\u00c2\\u00a0 in teaching process by three ways, namely, Lecture role model, Message of the week, and Hidden\\u00c2\\u00a0 curriculum;\\u00c2\\u00a02)\\u00c2\\u00a0Student Extracurricular Activity Units covering spirituality, art, sports, and so on.\\u00c2\\u00a0 As the domain of emotional quotient, soft skills have an important role in entrepreneurial spirit.\\u00c2\\u00a0 Entrepreneurial spirit has nothing to do with academic intelligence, with the skill to get the job done\\u00c2\\u00a0 perfectly, but entrepreneurial spirit is\\u00c2\\u00a0a\\u00c2\\u00a0dynamic spirit to turn\\u00c2\\u00a0a\\u00c2\\u00a0challenge into an opportunity. Key words: soft skills, education, entrepreneurship.\",\"published_in\":\"Pusat Penerbitan ISI Surakarta\",\"year\":\"2016-03-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/79debe632ad4482d94f3d7851d4cb264\",\"readers\":0,\"subject_orig\":\"Fine Arts; N\",\"subject\":\"Fine Arts; N\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Mind; Intellect; Intelligence; Human intelligence; Spirituality; Spiritual-mindedness; Visual arts; Western art (Western countries); Art, Occidental; Art; Fine arts; Art, Visual; Iconography; Occidental art; Arts, Visual; Art, Western (Western countries); Arts, Fine; Volition; Will; Conation\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Mind; Intellect; Intelligence; Human intelligence; Spirituality; Spiritual-mindedness; Visual arts; Western art (Western countries); Art, Occidental; Art; Fine arts; Art, Visual; Iconography; Occidental art; Arts, Visual; Art, Western (Western countries); Arts, Fine; Volition; Will; Conation\",\"oa_state\":2,\"link\":\"\",\"relevance\":34,\"cluster_labels\":\"Sebagai BEKAL kewirausahaan, Characteristics of Madrasah, C\\u0153ur du portefeuille\",\"x\":\"-0.0125554743103316\",\"y\":\"0.121072594217539\",\"area_uri\":9,\"area\":\"Sebagai BEKAL kewirausahaan, Characteristics of Madrasah, C\\u0153ur du portefeuille\"},{\"id\":\"oai:doaj.org\\/article:804b30d81368492badd54dd8f956d023\",\"title\":\"Soft Skills as Predictors of Students\\u2019 Life Self-Fulfillment\",\"title_en\":\"Soft Skills as Predictors of Students\\u2019 Life Self-Fulfillment\",\"authors\":\"L. N. Stepanova; E. F. Zeer\",\"paper_abstract\":\"Introduction. Today, global transformations of the most important institutions of modern society, acceleration of its development and total digitalisation actualise the search for the new and previously unknown determinants of human potential realisation. In this regard, soft skills are considered as possible predictors of not only professional, but also of life self-fulfillment of an individual. Therefore, soft skills involve developed communicative qualities, high level of selfregulation, critical thinking, ability to convince, leadership, creativity, etc.The aim of the present article was to conduct the empirical research of students\\u2019 soft skills demonstration in relation to the parameters of self-realisation; the value of such parameters allows the level of positive predictions about the self-fulfillment of the individual to be determined.Methodology and research methods. At the theoretical level, the article provides a retrospective analysis of the concepts of \\u201cself-fulfillment\\u201d and \\u201csoft skills\\u201d in the Russian and foreign science. An empirical part of the research was carried out through the methodologies \\u201cThe study of Stability of Human Life World\\u201d (I. O. Loginova) and \\u201cModified Questionnaire of Self-Actualisation Diagnostic\\u201d (A. V. Lazukin, in the adaptation of N. F. Kalin). To diagnose soft skills, a set of techniques was used, including the questionnaire \\u201cMeasurement of Communicative and Social Competency\\u201d (V. N. Kunitsyn), the methodologies for studying the motivation for university education (T. I. Ilyin), the diagnostic procedures of reflection level (A. B. Karpov), the methodology of the study of the individual relationship to innovations (N. M. Lebedev, A. N. Tatarko) and the methodology \\u201cCoping Behaviour in Stressful Situations\\u201d. The following tests were employed: \\u201cReadiness for Self-Development\\u201d (V. Pavlov, T. A. Ratanova, N. F. Shliakhta), \\u201cMy Information Culture\\u201d (N. I. Gendina), \\u201cAbility to Predict\\u201d (L. A. Regush). Spearman\\u2019s rank correlation method was used as a mathematical statistical method.Results and scientific novelty. The article is aimed to discuss various approaches to the study and understanding of students\\u2019 soft skills. Based on the theoretical analysis, the main groups of soft skills are identified: basic communication skills, self-management skills, effective thinking skills. Soft skills increase the effectiveness of the individual in solving a wide range of professional and life tasks. The authors prove that well-being of professional and private world is conditioned by the indicators of students\\u2019 soft skills. Basic communication skills (communicative and personal potential), self-management skills (motivation to acquire knowledge, reflexive abilities) and effective thinking skills (ability to predict, innovativeness) increase the stability of the psychological system of the student\\u2019s personality, its ability to maintain stability, resistance to negative phenomena and freedom of behaviour. It is emphasised that soft skills are not only the main predictors of professional development of the individual, but also provide the formation of an active, creative position in relation to own activities and lives. The authors have come to the conclusion that the creation of the conditions for the development of soft skills in students can prepare them for an adequate perception and realisation of socio-professional innovations in the future.Practical significance. The results of the present research can be used by the representatives of the system of vocational education, i.e. tutors and teachers, who carry out psychological and pedagogical support of university students.\",\"paper_abstract_en\":\"Introduction. Today, global transformations of the most important institutions of modern society, acceleration of its development and total digitalisation actualise the search for the new and previously unknown determinants of human potential realisation. In this regard, soft skills are considered as possible predictors of not only professional, but also of life self-fulfillment of an individual. Therefore, soft skills involve developed communicative qualities, high level of selfregulation, critical thinking, ability to convince, leadership, creativity, etc.The aim of the present article was to conduct the empirical research of students\\u2019 soft skills demonstration in relation to the parameters of self-realisation; the value of such parameters allows the level of positive predictions about the self-fulfillment of the individual to be determined.Methodology and research methods. At the theoretical level, the article provides a retrospective analysis of the concepts of \\u201cself-fulfillment\\u201d and \\u201csoft skills\\u201d in the Russian and foreign science. An empirical part of the research was carried out through the methodologies \\u201cThe study of Stability of Human Life World\\u201d (I. O. Loginova) and \\u201cModified Questionnaire of Self-Actualisation Diagnostic\\u201d (A. V. Lazukin, in the adaptation of N. F. Kalin). To diagnose soft skills, a set of techniques was used, including the questionnaire \\u201cMeasurement of Communicative and Social Competency\\u201d (V. N. Kunitsyn), the methodologies for studying the motivation for university education (T. I. Ilyin), the diagnostic procedures of reflection level (A. B. Karpov), the methodology of the study of the individual relationship to innovations (N. M. Lebedev, A. N. Tatarko) and the methodology \\u201cCoping Behaviour in Stressful Situations\\u201d. The following tests were employed: \\u201cReadiness for Self-Development\\u201d (V. Pavlov, T. A. Ratanova, N. F. Shliakhta), \\u201cMy Information Culture\\u201d (N. I. Gendina), \\u201cAbility to Predict\\u201d (L. A. Regush). Spearman\\u2019s rank correlation method was used as a mathematical statistical method.Results and scientific novelty. The article is aimed to discuss various approaches to the study and understanding of students\\u2019 soft skills. Based on the theoretical analysis, the main groups of soft skills are identified: basic communication skills, self-management skills, effective thinking skills. Soft skills increase the effectiveness of the individual in solving a wide range of professional and life tasks. The authors prove that well-being of professional and private world is conditioned by the indicators of students\\u2019 soft skills. Basic communication skills (communicative and personal potential), self-management skills (motivation to acquire knowledge, reflexive abilities) and effective thinking skills (ability to predict, innovativeness) increase the stability of the psychological system of the student\\u2019s personality, its ability to maintain stability, resistance to negative phenomena and freedom of behaviour. It is emphasised that soft skills are not only the main predictors of professional development of the individual, but also provide the formation of an active, creative position in relation to own activities and lives. The authors have come to the conclusion that the creation of the conditions for the development of soft skills in students can prepare them for an adequate perception and realisation of socio-professional innovations in the future.Practical significance. The results of the present research can be used by the representatives of the system of vocational education, i.e. tutors and teachers, who carry out psychological and pedagogical support of university students.\",\"published_in\":\"Russian State Vocational Pedagogical University\",\"year\":\"2019-10-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/804b30d81368492badd54dd8f956d023\",\"readers\":0,\"subject_orig\":\"soft skills (\\u201csoft\\u201d; \\u201cflexible\\u201d skills); hard skills (specific professional skills); transprofessionalism; communication skills; self-management skills; skills of effective thinking; predictors of life self-actualisation; stability of the life-world; Education; L\",\"subject\":\"soft skills (\\u201csoft\\u201d; \\u201cflexible\\u201d skills); hard skills (specific professional skills); transprofessionalism; communication skills; self-management skills; skills of effective thinking; predictors of life self-actualisation; stability of the life-world; Education; L\",\"concepts\":\"Civil liberty; Freedom; Liberation; Personal liberty; Liberty; Emancipation; Concept formation; Concepts; Drive (Psychology); Psychology of action; Action, Psychology of; Motivation (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Individuality; Individuation; Individuals (Philosophy); Individuation (Philosophy); Particulars (Philosophy); Interpersonal communication; Mass communication; Communication, Primitive; Communication; Mind; Thought and thinking; Thoughts; Thinking; Self-improvement; Home education; Home study courses; \\\"Teach yourself\\\" courses; Self-development; Self-education; Self-instruction; Self-directed learning; Culture, Self-; Self-culture; Traits, Personality; Personality; Personality theory; Personology; Personal identity; Personality traits; Personality psychology; Value; Standard of value; Values; Axiology; Worth; Vocational training; Manpower training programs; Job training; Occupational training; Manpower development and training; Vocational training; Work experience; Education, Vocational; Vocational education\",\"concepts_en\":\"Civil liberty; Freedom; Liberation; Personal liberty; Liberty; Emancipation; Concept formation; Concepts; Drive (Psychology); Psychology of action; Action, Psychology of; Motivation (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Individuality; Individuation; Individuals (Philosophy); Individuation (Philosophy); Particulars (Philosophy); Interpersonal communication; Mass communication; Communication, Primitive; Communication; Mind; Thought and thinking; Thoughts; Thinking; Self-improvement; Home education; Home study courses; \\\"Teach yourself\\\" courses; Self-development; Self-education; Self-instruction; Self-directed learning; Culture, Self-; Self-culture; Traits, Personality; Personality; Personality theory; Personology; Personal identity; Personality traits; Personality psychology; Value; Standard of value; Values; Axiology; Worth; Vocational training; Manpower training programs; Job training; Occupational training; Manpower development and training; Vocational training; Work experience; Education, Vocational; Vocational education\",\"oa_state\":2,\"link\":\"\",\"relevance\":30,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0081575542817768\",\"y\":\"0.0242948546772204\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:81542c7f7d654a61adacf7522fd4a422\",\"title\":\"The Path Less Taken: Incorporating Service-learning in the English Language Curricula\",\"title_en\":\"The Path Less Taken: Incorporating Service-learning in the English Language Curricula\",\"authors\":\"Hameda Suwaed\",\"paper_abstract\":\"Although service-learning, as a language teaching strategy, is considered important for developing the college students' academic and soft skills, or personal attributes that people need in order to work with others, including communication skills, empathy, social skills, listening skills and attitudes, it is still a neglected area in the Libyan educational system. This study aims to investigate the trial of implementing service-learning in an English language course and carried out in the Department of English at Sabratha college of Arts. The findings of this study, based on students\\u2019 reflection journals, focus groups and an open-ended questionnaire, show that service-learning enhanced the students\\u2019 English language knowledge and skills. Also, students gained soft skills and confidence in using the English language in its context. Finally, the service-learning experience promoted the students\\u2019 values and self-worth in terms of feeling important and contributing positively to the society.\",\"paper_abstract_en\":\"Although service-learning, as a language teaching strategy, is considered important for developing the college students' academic and soft skills, or personal attributes that people need in order to work with others, including communication skills, empathy, social skills, listening skills and attitudes, it is still a neglected area in the Libyan educational system. This study aims to investigate the trial of implementing service-learning in an English language course and carried out in the Department of English at Sabratha college of Arts. The findings of this study, based on students\\u2019 reflection journals, focus groups and an open-ended questionnaire, show that service-learning enhanced the students\\u2019 English language knowledge and skills. Also, students gained soft skills and confidence in using the English language in its context. Finally, the service-learning experience promoted the students\\u2019 values and self-worth in terms of feeling important and contributing positively to the society.\",\"published_in\":\"The International Academic Forum\",\"year\":\"2019-04-01\",\"url\":\"https:\\/\\/doi.org\\/10.22492\\/ijll.4.1.02\",\"readers\":0,\"subject_orig\":\"power service-learning; EFL; academic skills; interpersonal skills; soft skills; Language and Literature; P\",\"subject\":\"power service-learning; EFL; academic skills; interpersonal skills; soft skills; Language and Literature; P\",\"concepts\":\"Arts, Occidental; Fine arts; Arts, Fine; Arts; Arts, Western; Experience; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Interpersonal communication; Language and languages; Foreign languages; Languages; Values; Axiology; Worth\",\"concepts_en\":\"Arts, Occidental; Fine arts; Arts, Fine; Arts; Arts, Western; Experience; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Interpersonal communication; Language and languages; Foreign languages; Languages; Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":79,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"-0.221996475036656\",\"y\":\"-0.0438782432885121\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:81ca5a9ffbba4d80b603f242e84bebfa\",\"title\":\"La reconnaissance acad\\u00e9mique de l\\u2019engagement b\\u00e9n\\u00e9vole des \\u00e9tudiants\\u00a0\",\"title_en\":\"La reconnaissance acad\\u00e9mique de l\\u2019engagement b\\u00e9n\\u00e9vole des \\u00e9tudiants\\u00a0\",\"authors\":\"Julie Testi\",\"paper_abstract\":\"This paper questions instead of non-formal learning in university courses. In the way of Bologna process and LRU's law (2007), orientation and professionalization are integrated in universities\\u2019 missions. The establishment of these new missions translates by the growth of competencies approach in courses and by enhancement of activities that develop soft skills. From the example of AFEV (Association de la Fondation \\u00c9tudiante pour la Ville), we show how recognition of student volunteering is developed in university courses. This article also shows how associations participate to create tools for evaluate soft skills to register as an experience of students\\u2019 professionalization.\",\"paper_abstract_en\":\"This paper questions instead of non-formal learning in university courses. In the way of Bologna process and LRU's law (2007), orientation and professionalization are integrated in universities\\u2019 missions. The establishment of these new missions translates by the growth of competencies approach in courses and by enhancement of activities that develop soft skills. From the example of AFEV (Association de la Fondation \\u00c9tudiante pour la Ville), we show how recognition of student volunteering is developed in university courses. This article also shows how associations participate to create tools for evaluate soft skills to register as an experience of students\\u2019 professionalization.\",\"published_in\":\"Presses universitaires de la M\\u00e9diterran\\u00e9e\",\"year\":\"2016-07-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/81ca5a9ffbba4d80b603f242e84bebfa\",\"readers\":0,\"subject_orig\":\"professionalization; evaluation; competencies approach; student volunteering; engagement; non-formal learning; Education; L; Special aspects of education; LC8-6691\",\"subject\":\"professionalization; evaluation; competencies approach; student volunteering; engagement; non-formal learning; Education; L; Special aspects of education\",\"concepts\":\"Christianity--Missions; Christian missions; Missions, Foreign; Missions; Experience; Law; Legislative acts; Laws (Statutes); Acts, Legislative; Legislative enactments; Enactments, Legislative; Learning; Learning process\",\"concepts_en\":\"Christianity--Missions; Christian missions; Missions, Foreign; Missions; Experience; Law; Legislative acts; Laws (Statutes); Acts, Legislative; Legislative enactments; Enactments, Legislative; Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":88,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.272996971925576\",\"y\":\"0.2915144072845\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:83d1b69c6d31416586d95615c10b3878\",\"title\":\"Bridging the Skill Gap in Robotics: Global and National Environment\",\"title_en\":\"Bridging the Skill Gap in Robotics: Global and National Environment\",\"authors\":\"Natalia Shmatko; Galina Volkova\",\"paper_abstract\":\"This article focuses on the demand for skills of highly qualified scientific and technical professionals (engineers and researchers) in robotics, on both a global and national level. Information is collected using the text-mining of open-access vacancies for understanding the global trends and in-depth interviews with experts for a more detailed study of national trends. The study explores the combination of hard and soft skills, as well as interdisciplinary skills. Soft skill requirements play an important role in the demanded skill set of the specialist, but the claims for hard skills (including digital) are not becoming less strict. Programming and the knowledge of specialized software packages are the most important skills, but must be combined with practical skills (assembly, welding, soldering). The broad range of application areas for robotic systems creates demand for new multidisciplinary skills (knowledge of artificial intelligence, new materials, and biology). Rapid technological development underlines the growing importance of soft skills, such as communication skills, self-motivation, and a willingness to learn. Lists of the most demanded skills in different countries principally coincide. Results can be applied for developing policies aimed at eliminating the skill gap in prospective technological areas.\",\"paper_abstract_en\":\"This article focuses on the demand for skills of highly qualified scientific and technical professionals (engineers and researchers) in robotics, on both a global and national level. Information is collected using the text-mining of open-access vacancies for understanding the global trends and in-depth interviews with experts for a more detailed study of national trends. The study explores the combination of hard and soft skills, as well as interdisciplinary skills. Soft skill requirements play an important role in the demanded skill set of the specialist, but the claims for hard skills (including digital) are not becoming less strict. Programming and the knowledge of specialized software packages are the most important skills, but must be combined with practical skills (assembly, welding, soldering). The broad range of application areas for robotic systems creates demand for new multidisciplinary skills (knowledge of artificial intelligence, new materials, and biology). Rapid technological development underlines the growing importance of soft skills, such as communication skills, self-motivation, and a willingness to learn. Lists of the most demanded skills in different countries principally coincide. Results can be applied for developing policies aimed at eliminating the skill gap in prospective technological areas.\",\"published_in\":\"SAGE Publishing\",\"year\":\"2020-09-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/83d1b69c6d31416586d95615c10b3878\",\"readers\":0,\"subject_orig\":\"History of scholarship and learning. The humanities; AZ20-999; Social Sciences; H\",\"subject\":\"History of scholarship ; Social Sciences; H\",\"concepts\":\"Becoming (Philosophy); Interpersonal communication; Mass communication; Communication, Primitive; Communication; Mind; Intellect; Intelligence; Human intelligence\",\"concepts_en\":\"Becoming (Philosophy); Interpersonal communication; Mass communication; Communication, Primitive; Communication; Mind; Intellect; Intelligence; Human intelligence\",\"oa_state\":2,\"link\":\"\",\"relevance\":54,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.00310422726674061\",\"y\":\"-0.0778746728901967\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:83fd3104549e4a9dbe1ff1c7e0f384da\",\"title\":\"\\u201cLost in translation\\u201d. Soft skills development in European countries\",\"title_en\":\"\\u201cLost in translation\\u201d. Soft skills development in European countries\",\"authors\":\"Maria Cinque\",\"paper_abstract\":\"The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called \\u201csoft\\u201d skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have different methodologies and approaches to the teaching and assessment of soft skills. Another obstacle is represented by the absence of a common language. There are different ways of naming \\u2018soft skills\\u2019, different definitions of them, different manners of classifying and clustering them. The article explores some classifications of soft skills and presents a collection of best practices and methods for teaching and learning them at University level, taking into account different perspectives and basing on the results of two European projects focused on this topic. The final goal is to provide an analysis aimed at the identification of the most important soft skills needed for a successful transition from University education to the labour market. The analysis includes a brief chronological excursus on relevant studies on the subject, a review of current literature on employability skills, quantitative (surveys) and qualitative (focus groups) researches from Europe and Third Countries, identifying the range of soft skills relevant for newly graduates. The aim of this overview is to enhance understanding of soft skills and to indicate key areas for soft skill development at University level.\",\"paper_abstract_en\":\"The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called \\u201csoft\\u201d skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have different methodologies and approaches to the teaching and assessment of soft skills. Another obstacle is represented by the absence of a common language. There are different ways of naming \\u2018soft skills\\u2019, different definitions of them, different manners of classifying and clustering them. The article explores some classifications of soft skills and presents a collection of best practices and methods for teaching and learning them at University level, taking into account different perspectives and basing on the results of two European projects focused on this topic. The final goal is to provide an analysis aimed at the identification of the most important soft skills needed for a successful transition from University education to the labour market. The analysis includes a brief chronological excursus on relevant studies on the subject, a review of current literature on employability skills, quantitative (surveys) and qualitative (focus groups) researches from Europe and Third Countries, identifying the range of soft skills relevant for newly graduates. The aim of this overview is to enhance understanding of soft skills and to indicate key areas for soft skill development at University level.\",\"published_in\":\"Universidad de Deusto\",\"year\":\"2016-05-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/83fd3104549e4a9dbe1ff1c7e0f384da\",\"readers\":0,\"subject_orig\":\"soft skills; employability; university; terminology; taxonomies; best practices; Education; L\",\"subject\":\"soft skills; employability; university; terminology; taxonomies; best practices; Education; L\",\"concepts\":\"Diplomatics; Documents; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Language and languages; Foreign languages; Languages; Learning; Learning process; Literature; Western literature (Western countries); World literature; Belles-lettres; Number concept; Subject (Philosophy)\",\"concepts_en\":\"Diplomatics; Documents; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Language and languages; Foreign languages; Languages; Learning; Learning process; Literature; Western literature (Western countries); World literature; Belles-lettres; Number concept; Subject (Philosophy)\",\"oa_state\":2,\"link\":\"\",\"relevance\":16,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"0.00256862484975674\",\"y\":\"0.0197243376977446\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:8567c0ef528d4ba2acfb59fe0f0c13c4\",\"title\":\"Mit Soft Skills f\\u00fcr mehr Nachhaltigkeit?\",\"title_en\":\"Mit Soft Skills f\\u00fcr mehr Nachhaltigkeit?\",\"authors\":\"Bernd Steffensen\",\"paper_abstract\":\"\",\"paper_abstract_en\":\"\",\"published_in\":\"Karlsruhe Institute of Technology, Institute for Technology Assessment and Systems Analysis (ITAS)\",\"year\":\"2009-11-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/8567c0ef528d4ba2acfb59fe0f0c13c4\",\"readers\":0,\"subject_orig\":\"GND; Ingenieurwissenschaften; Lehre; Nachhaltigkeit; Rezension; Technikbewertung; Technology; T; Social Sciences; H\",\"subject\":\"GND; Ingenieurwissenschaften; Lehre; Nachhaltigkeit; Rezension; Technikbewertung; Technology; T; Social Sciences; H\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":44,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.089673870002912\",\"y\":\"-0.273351772222114\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:88d599bbdf7c4dd4b4eabb7bbf1d44ac\",\"title\":\"\\u0406\\u041d\\u041a\\u041b\\u042e\\u0417\\u0418\\u0412\\u041d\\u0410 \\u041a\\u041e\\u041c\\u041f\\u0415\\u0422\\u0415\\u041d\\u0422\\u041d\\u0406\\u0421\\u0422\\u042c \\u0423 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\\u043f\\u043e\\u0454\\u0434\\u043d\\u0443\\u0454 \\u0456\\u043d\\u043a\\u043b\\u044e\\u0437\\u0438\\u0432\\u043d\\u0443 \\u0433\\u043e\\u0442\\u043e\\u0432\\u043d\\u0456\\u0441\\u0442\\u044c; Education; L; Psychology; BF1-990\",\"subject\":\"\\u0441\\u0442\\u0430\\u0442\\u0442\\u044e \\u043f\\u0440\\u0438\\u0441\\u0432\\u044f\\u0447\\u0435\\u043d\\u043e \\u0440\\u043e\\u0437\\u043a\\u0440\\u0438\\u0442\\u0442\\u044e \\u0441\\u0443\\u0442\\u043d\\u043e\\u0441\\u0442\\u0456 \\u0444\\u0435\\u043d\\u043e\\u043c\\u0435\\u043d\\u0443 \\u0456\\u043d\\u043a\\u043b\\u044e\\u0437\\u0438\\u0432\\u043d\\u043e\\u0457 \\u043a\\u043e\\u043c\\u043f\\u0435\\u0442\\u0435\\u043d\\u0442\\u043d\\u043e\\u0441\\u0442\\u0456 \\u0447\\u0435\\u0440\\u0435\\u0437 \\u0441\\u043a\\u043b\\u0430\\u0434\\u043e\\u0432\\u0443 \\u0441\\u0442\\u0440\\u0443\\u043a\\u0442\\u0443\\u0440\\u0443 \\u00absoft skills\\u00bb \\u043c\\u0430\\u0439\\u0431\\u0443\\u0442\\u043d\\u0456\\u0445 \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0456\\u0432 ; \\u00absoft skills\\u00bb \\u044f\\u043a \\u043a\\u043e\\u043c\\u043f\\u043b\\u0435\\u043a\\u0441\\u0443 \\u043d\\u0435\\u0441\\u043f\\u0435\\u0446\\u0456\\u0430\\u043b\\u0456\\u0437\\u043e\\u0432\\u0430\\u043d\\u0438\\u0445 \\u043d\\u0430\\u0434\\u043f\\u0440\\u043e\\u0444\\u0435\\u0441\\u0456\\u0439\\u043d\\u0438\\u0445 \\u00ab\\u0433\\u043d\\u0443\\u0447\\u043a\\u0438\\u0445 \\u043a\\u043e\\u043c\\u043f\\u0435\\u0442\\u0435\\u043d\\u0442\\u043d\\u043e\\u0441\\u0442\\u0435\\u0439\\u00bb; \\u0449\\u043e \\u0432\\u043f\\u043b\\u0438\\u0432\\u0430\\u044e\\u0442\\u044c \\u043d\\u0430 \\u0443\\u0441\\u043f\\u0456\\u0448\\u043d\\u0435 \\u0432\\u0438\\u043a\\u043e\\u043d\\u0430\\u043d\\u043d\\u044f \\u043f\\u0440\\u043e\\u0444\\u0435\\u0441\\u0456\\u0439\\u043d\\u0438\\u0445 \\u043e\\u0431\\u043e\\u0432\\u2019\\u044f\\u0437\\u043a\\u0456\\u0432 \\u0444\\u0430\\u0445\\u0456\\u0432\\u0446\\u0456\\u0432 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\\u0432\\u0441\\u0442\\u0430\\u043d\\u043e\\u0432\\u043b\\u0435\\u043d\\u043e; \\u0449\\u043e \\u043f\\u0440\\u043e\\u0433\\u043d\\u043e\\u0441\\u0442\\u0438\\u0447\\u043d\\u0430 \\u0441\\u043a\\u043b\\u0430\\u0434\\u043e\\u0432\\u0430 \\u0456\\u043d\\u043a\\u043b\\u044e\\u0437\\u0438\\u0432\\u043d\\u043e\\u0457 \\u043a\\u043e\\u043c\\u043f\\u0435\\u0442\\u0435\\u043d\\u0442\\u043d\\u043e\\u0441\\u0442\\u0456 \\u043f\\u043e\\u043b\\u044f\\u0433\\u0430\\u0454 \\u0432 \\u043f\\u0435\\u0440\\u0435\\u0434\\u0431\\u0430\\u0447\\u0435\\u043d\\u043d\\u0456; \\u043f\\u0440\\u043e\\u0435\\u043a\\u0442\\u0443\\u0432\\u0430\\u043d\\u043d\\u0456 \\u043e\\u0441\\u0432\\u0456\\u0442\\u043d\\u0456\\u0445 \\u0440\\u0435\\u0437\\u0443\\u043b\\u044c\\u0442\\u0430\\u0442\\u0456\\u0432; \\u043e\\u0446\\u0456\\u043d\\u044e\\u0432\\u0430\\u043d\\u043d\\u0456 \\u0430\\u043a\\u0442\\u0443\\u0430\\u043b\\u044c\\u043d\\u0438\\u0445 \\u0443\\u043c\\u043e\\u0432 \\u0456\\u043d\\u043a\\u043b\\u044e\\u0437\\u0438\\u0432\\u043d\\u043e\\u0433\\u043e \\u043e\\u0441\\u0432\\u0456\\u0442\\u043d\\u044c\\u043e\\u0433\\u043e \\u0441\\u0435\\u0440\\u0435\\u0434\\u043e\\u0432\\u0438\\u0449\\u0430; \\u0432\\u0438\\u0437\\u043d\\u0430\\u0447\\u0435\\u043d\\u043d\\u0456 \\u043d\\u0430\\u0439\\u0431\\u0456\\u043b\\u044c\\u0448 \\u0456\\u043c\\u043e\\u0432\\u0456\\u0440\\u043d\\u0438\\u0445 \\u0441\\u043f\\u043e\\u0441\\u043e\\u0431\\u0456\\u0432 \\u0434\\u0456\\u0439; \\u043f\\u0440\\u043e\\u0433\\u043d\\u043e\\u0437\\u0443\\u0432\\u0430\\u043d\\u043d\\u0456 \\u043c\\u043e\\u0442\\u0438\\u0432\\u0430\\u0446\\u0456\\u0439\\u043d\\u0438\\u0445; \\u0432\\u043e\\u043b\\u044c\\u043e\\u0432\\u0438\\u0445; ; \\u0434\\u043e\\u0432\\u0435\\u0434\\u0435\\u043d\\u043e; \\u0449\\u043e \\u0456\\u043d\\u043d\\u043e\\u0432\\u0430\\u0446\\u0456\\u0439\\u043d\\u0430 \\u0441\\u043a\\u043b\\u0430\\u0434\\u043e\\u0432\\u0430 \\u0432\\u0438\\u0437\\u043d\\u0430\\u0447\\u0430\\u0454\\u0442\\u044c\\u0441\\u044f \\u043e\\u0441\\u043e\\u0431\\u0438\\u0441\\u0442\\u0456\\u0441\\u043d\\u043e\\u044e \\u0441\\u043f\\u0440\\u044f\\u043c\\u043e\\u0432\\u0430\\u043d\\u0456\\u0441\\u0442\\u044e \\u043d\\u0430 \\u043e\\u0441\\u0432\\u043e\\u0454\\u043d\\u043d\\u044f \\u043d\\u043e\\u0432\\u043e\\u0433\\u043e; \\u0433\\u043e\\u0442\\u043e\\u0432\\u043d\\u0456\\u0441\\u0442\\u044e \\u0434\\u043e \\u0437\\u043c\\u0456\\u043d \\u0443 ; \\u0437\\u2019\\u044f\\u0441\\u043e\\u0432\\u0430\\u043d\\u043e; \\u0449\\u043e \\u0441\\u043e\\u0446\\u0456\\u0430\\u043b\\u044c\\u043d\\u043e-\\u043a\\u043e\\u043c\\u0443\\u043d\\u0456\\u043a\\u0430\\u0442\\u0438\\u0432\\u043d\\u0430 \\u0441\\u043a\\u043b\\u0430\\u0434\\u043e\\u0432\\u0430 \\u0456\\u043d\\u043a\\u043b\\u044e\\u0437\\u0438\\u0432\\u043d\\u043e\\u0457 \\u043a\\u043e\\u043c\\u043f\\u0435\\u0442\\u0435\\u043d\\u0442\\u043d\\u043e\\u0441\\u0442\\u0456 \\u0437\\u0430\\u0431\\u0435\\u0437\\u043f\\u0435\\u0447\\u0443\\u0454 \\u0437\\u0434\\u0430\\u0442\\u043d\\u0456\\u0441\\u0442\\u044c \\u043f\\u0435\\u0434\\u0430\\u0433\\u043e\\u0433\\u0430 \\u0432\\u0441\\u0442\\u0430\\u043d\\u043e\\u0432\\u043b\\u044e\\u0432\\u0430\\u0442\\u0438 \\u043f\\u0430\\u0440\\u0442\\u043d\\u0435\\u0440\\u0441\\u044c\\u043a\\u0456 \\u0432\\u0456\\u0434\\u043d\\u043e\\u0441\\u0438\\u043d\\u0438 \\u0437 \\u0443\\u0441\\u0456\\u043c\\u0430 \\u0441\\u0443\\u0431\\u2019\\u0454\\u043a\\u0442\\u0430\\u043c\\u0438 ; \\u0432\\u0438\\u0437\\u043d\\u0430\\u0447\\u0435\\u043d\\u043e; \\u0449\\u043e \\u0430\\u043a\\u043c\\u0435\\u043e\\u043b\\u043e\\u0433\\u0456\\u0447\\u043d\\u0430 \\u0441\\u043a\\u043b\\u0430\\u0434\\u043e\\u0432\\u0430 \\u043f\\u043e\\u0454\\u0434\\u043d\\u0443\\u0454 \\u0456\\u043d\\u043a\\u043b\\u044e\\u0437\\u0438\\u0432\\u043d\\u0443 \\u0433\\u043e\\u0442\\u043e\\u0432\\u043d\\u0456\\u0441\\u0442\\u044c; Education; L; Psychology\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"https:\\/\\/www.pedpsy.duan.edu.ua\\/images\\/PDF\\/2020\\/1\\/28.pdf\",\"relevance\":75,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.0897424562501362\",\"y\":\"-0.427128741527224\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:914ecd5e305a44ecadc08b316d379fce\",\"title\":\"Meningkatkan Hard Skills Dan Soft Skills Siswa Melalui Model Pembelajaran Koooperatif Tipe STAD\",\"title_en\":\"Meningkatkan Hard Skills Dan Soft Skills Siswa Melalui Model Pembelajaran Koooperatif Tipe STAD\",\"authors\":\"Muhammad Alfiansyah; M. Arifuddin Jamal; Syubhan An'nur\",\"paper_abstract\":\"Penelitian ini secara umum bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe STAD dalam meningkatkan hard skills dan soft skills\\u00a0 siswa SMAN 8 Barabai pada pokok bahasan fluida statis. Secara khusus untuk mendeskripsikan keterlaksanaan RPP model kooperatif tipe STAD,\\u00a0 hard skills siswa, soft skills siswa dan respon siswa. Metode penelitian yang digunakan merupakan penelitian tindakan kelas model Kemmis dan Mc Taggart. Hasil penelitian menunjukkan bahwa terjadi peningkatan hard skills dan soft skills siswa. Hasil observasi pada model pembelajaran kooperatif tipe STAD terlaksana dengan sangat baik. Berdasarkan angket yang disebar menunjukkan respon siswa\\u00a0 terhadap pembelajaran secara umum tergolong baik. Diperoleh simpulan bahwa keefektifan model pembelajaran kooperatif tipe STAD\\u00a0 dalam meningkatkan hard skills dan soft skills siswa SMAN 8 Barabai pada pokok bahasan fluida statis berkategori efektif.\",\"paper_abstract_en\":\"Penelitian ini secara umum bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe STAD dalam meningkatkan hard skills dan soft skills\\u00a0 siswa SMAN 8 Barabai pada pokok bahasan fluida statis. Secara khusus untuk mendeskripsikan keterlaksanaan RPP model kooperatif tipe STAD,\\u00a0 hard skills siswa, soft skills siswa dan respon siswa. Metode penelitian yang digunakan merupakan penelitian tindakan kelas model Kemmis dan Mc Taggart. Hasil penelitian menunjukkan bahwa terjadi peningkatan hard skills dan soft skills siswa. Hasil observasi pada model pembelajaran kooperatif tipe STAD terlaksana dengan sangat baik. Berdasarkan angket yang disebar menunjukkan respon siswa\\u00a0 terhadap pembelajaran secara umum tergolong baik. Diperoleh simpulan bahwa keefektifan model pembelajaran kooperatif tipe STAD\\u00a0 dalam meningkatkan hard skills dan soft skills siswa SMAN 8 Barabai pada pokok bahasan fluida statis berkategori efektif.\",\"published_in\":\"Program Studi Pendidikan Fisika FKIP Universitas Lambung Mangkurat\",\"year\":\"2014-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/914ecd5e305a44ecadc08b316d379fce\",\"readers\":0,\"subject_orig\":\"Hard skills; soft skills; kooperatif tipe STAD; Education; L\",\"subject\":\"Hard skills; soft skills; kooperatif tipe STAD; Education; L\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":13,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.218612303490064\",\"y\":\"-0.229849686442162\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:975f2e0d9219446e848c952f6578e52a\",\"title\":\"SOFT SKILLS MODEL BASED SCHOOL CULTURE TO DEVELOPMENT STUDENT CHARACTER FOR ELEMENTARY SCHOOL STUDENTS\",\"title_en\":\"SOFT SKILLS MODEL BASED SCHOOL CULTURE TO DEVELOPMENT STUDENT CHARACTER FOR ELEMENTARY SCHOOL STUDENTS\",\"authors\":\"Umi Handayani; Sri Utaminingsih; Slamet Utomo\",\"paper_abstract\":\"This study aims to develop a soft skills model based school culture for character education for elementary school students. This study is a Research and Development study with a modified Sugiyono model. This research was conducted in 3 elementary schools in the target area of III, Jekulo District, Kudus Regency. Data collection techniques using test techniques and non-test techniques. Data analysis in this study was carried out descriptively quantitative and statistical tests using t-test. The results of the research were in the form of a soft skills model design product based on school culture which had components of goal setting, soft skill values, school culture and character education. The soft skills model based on school culture is suitable for use as a learning model in elementary schools. The results of the t test show that t count t table, so that the soft skills model based on school culture is effectively applied in learning.\",\"paper_abstract_en\":\"This study aims to develop a soft skills model based school culture for character education for elementary school students. This study is a Research and Development study with a modified Sugiyono model. This research was conducted in 3 elementary schools in the target area of III, Jekulo District, Kudus Regency. Data collection techniques using test techniques and non-test techniques. Data analysis in this study was carried out descriptively quantitative and statistical tests using t-test. The results of the research were in the form of a soft skills model design product based on school culture which had components of goal setting, soft skill values, school culture and character education. The soft skills model based on school culture is suitable for use as a learning model in elementary schools. The results of the t test show that t count t table, so that the soft skills model based on school culture is effectively applied in learning.\",\"published_in\":\"Universitas Muria Kudus\",\"year\":\"2020-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/975f2e0d9219446e848c952f6578e52a\",\"readers\":0,\"subject_orig\":\"keywords: development of soft skills, culture of character education strengthening schools; Education; L; Education (General); L7-991\",\"subject\":\"keywords: development of soft skills, culture of character education strengthening schools; Education; L\",\"concepts\":\"Ethical education; Character education; Moral education; Learning; Learning process; Setting (Literature); Place (Literature); Values; Axiology; Worth\",\"concepts_en\":\"Ethical education; Character education; Moral education; Learning; Learning process; Setting (Literature); Place (Literature); Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":36,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.103114242855922\",\"y\":\"0.127666926369078\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:a281cb81db0c4754aed18c27cc52bfeb\",\"title\":\"PENDIDIKAN BERORIENTASI PROFESI DALAM EKONOMI GLOBAL\",\"title_en\":\"PENDIDIKAN BERORIENTASI PROFESI DALAM EKONOMI GLOBAL\",\"authors\":\"S Suripto\",\"paper_abstract\":\"In challenging global economic increasingly sharply, readiness of alteration of labor patterned thinking in position and behavior of claiming readiness of technical interest, facility process and cooperation in team. In job activity beside hard skills also soft skill; hard skills in general has been assumed full-fills; but which still needing is soft skills. Strives to give interest stock soft skills becomes attention which is enough serious to teaching about character building and leadership in the form of practical that is through atmosphere academic created to support soft skills.\",\"paper_abstract_en\":\"In challenging global economic increasingly sharply, readiness of alteration of labor patterned thinking in position and behavior of claiming readiness of technical interest, facility process and cooperation in team. In job activity beside hard skills also soft skill; hard skills in general has been assumed full-fills; but which still needing is soft skills. Strives to give interest stock soft skills becomes attention which is enough serious to teaching about character building and leadership in the form of practical that is through atmosphere academic created to support soft skills.\",\"published_in\":\"Universitas Negeri Jakarta\",\"year\":\"2010-08-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/a281cb81db0c4754aed18c27cc52bfeb\",\"readers\":0,\"subject_orig\":\"Profession Education; Global Economic; Education; L; Education (General); L7-991; Economics as a science; HB71-74\",\"subject\":\"Profession Education; Global Economic; Education; L; Economics as a science\",\"concepts\":\"Attention; Flow (Psychology); Concentration (Psychology); Cooperation; Distribution, Cooperative; Cooperative movement; Collaborative economy; Sharing economy; Cooperative distribution; Peer-to-peer economy; Mind; Thought and thinking; Thoughts; Thinking\",\"concepts_en\":\"Attention; Flow (Psychology); Concentration (Psychology); Cooperation; Distribution, Cooperative; Cooperative movement; Collaborative economy; Sharing economy; Cooperative distribution; Peer-to-peer economy; Mind; Thought and thinking; Thoughts; Thinking\",\"oa_state\":2,\"link\":\"\",\"relevance\":11,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.0268451075768582\",\"y\":\"-0.216064155115078\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:a413caf5fa2f42ae81424db43b6ed531\",\"title\":\"Peningkatan soft skills pada pembelajaran tematik integratif kompetensi IPA melalui metode inquiry di kelas V SD\",\"title_en\":\"Peningkatan soft skills pada pembelajaran tematik integratif kompetensi IPA melalui metode inquiry di kelas V SD\",\"authors\":\"Dwi Paryanti\",\"paper_abstract\":\"Penelitian ini bertujuan untuk untuk meningkatkan soft skills pada pembelajaran tematik integratif kompetensi IPA melalui metode inquiry pada kompetensi IPA di kelas Va SD Bakalan Bantul dan mendeskripsikan\\u00a0 peningkatan soft skills siswa dengan pembelajaran tematik integratif melalui\\u00a0 metode inquiry. Jenis penelitian ini adalah penelitian tindakan kelas, yang terdiri atas tiga\\u00a0 siklus. Penelitian ini dilaksanakan di SD Bakalan Bantul pada bulan November sampai dengan Desember 2014. Objek penelitian adalah seluruh siswa kelas Va yang berjumlah 28 siswa. Data penelitian dikumpulkan melalui observasi, tes tulis, wawancara, dokumentasi, dan catatan lapangan.\\u00a0 Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran tematik integratif dengan metode inquiry dapat meningkatkan soft skills siswa pada kompetensi IPA Kata Kunci: soft skills, tematik integratif, inquiry \\u00a0 Improving soft skills in integrated thematic science learning competence through inquiry method in class V SD Abstract This study aims to increase soft skills of students in thematic integrative learning with inquiry methods and to describe\\u00a0 the implementation \\u00a0an integrated thematic learning with inquiry methods on science competence. This research is classroom action research, which consisted of three cycles. This study was conducted in SD Bakalan Bantul from November to December 2014. The objects were all students of class Va consisting of 28 students. The data were collected using observation, paper and pencil tests, interviews, documentation, and journals. The results show that the implementation of the thematic integrative learning with inquiry methods can improve students' soft skills in science competencies. Keywords : soft skills, thematic integrated, inquiry\",\"paper_abstract_en\":\"Penelitian ini bertujuan untuk untuk meningkatkan soft skills pada pembelajaran tematik integratif kompetensi IPA melalui metode inquiry pada kompetensi IPA di kelas Va SD Bakalan Bantul dan mendeskripsikan\\u00a0 peningkatan soft skills siswa dengan pembelajaran tematik integratif melalui\\u00a0 metode inquiry. Jenis penelitian ini adalah penelitian tindakan kelas, yang terdiri atas tiga\\u00a0 siklus. Penelitian ini dilaksanakan di SD Bakalan Bantul pada bulan November sampai dengan Desember 2014. Objek penelitian adalah seluruh siswa kelas Va yang berjumlah 28 siswa. Data penelitian dikumpulkan melalui observasi, tes tulis, wawancara, dokumentasi, dan catatan lapangan.\\u00a0 Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran tematik integratif dengan metode inquiry dapat meningkatkan soft skills siswa pada kompetensi IPA Kata Kunci: soft skills, tematik integratif, inquiry \\u00a0 Improving soft skills in integrated thematic science learning competence through inquiry method in class V SD Abstract This study aims to increase soft skills of students in thematic integrative learning with inquiry methods and to describe\\u00a0 the implementation \\u00a0an integrated thematic learning with inquiry methods on science competence. This research is classroom action research, which consisted of three cycles. This study was conducted in SD Bakalan Bantul from November to December 2014. The objects were all students of class Va consisting of 28 students. The data were collected using observation, paper and pencil tests, interviews, documentation, and journals. The results show that the implementation of the thematic integrative learning with inquiry methods can improve students' soft skills in science competencies. Keywords : soft skills, thematic integrated, inquiry\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2017-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/a413caf5fa2f42ae81424db43b6ed531\",\"readers\":0,\"subject_orig\":\"soft skills; tematik integratif; inquiry; Education; L; Education (General); L7-991\",\"subject\":\"soft skills; tematik integratif; inquiry; Education; L\",\"concepts\":\"Cycles; Cyclic theory; Natural cycles; Periodicity; Learning; Learning process\",\"concepts_en\":\"Cycles; Cyclic theory; Natural cycles; Periodicity; Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":15,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.241387539803534\",\"y\":\"-0.130430528413947\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:adfa21fe298b4a008ec5df9ceb818111\",\"title\":\"Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference\",\"title_en\":\"Soft and Transferable Skills Acquisition through Organizing a Doctoral Conference\",\"authors\":\"Luis M. Camarinha-Matos; Jo\\u00e3o Goes; Luis Gomes; Pedro Pereira\",\"paper_abstract\":\"This article presents a 10-year experience of soft and transferable skills acquisition through the involvement of PhD students in the organization of an international conference. Soft and transferable skills acquisition is currently perceived as a core component of doctoral studies. Examples include writing and communication, teamwork, time management, leadership, resource management, negotiation, problem solving, listening, planning, entrepreneurial spirit, mastering ethics awareness, etc. The need for such skills is due to the leading role that doctoral students are expected to play in society. As such, various organizations have issued recommendations for doctoral programs to include a formal component of soft skills training. In this article, an effective way of introducing soft and transferable skills acquisition in doctoral engineering education is introduced. Namely, a form of collaborative project-based learning is designed as a compulsory course. This includes a set of base lectures, a long period of parallel working groups focusing on the various aspects of organizing an international conference, running the actual conference, and performing a post-conference assessment. Results and lessons learned demonstrate the validity and effectiveness of the proposed approach.\",\"paper_abstract_en\":\"This article presents a 10-year experience of soft and transferable skills acquisition through the involvement of PhD students in the organization of an international conference. Soft and transferable skills acquisition is currently perceived as a core component of doctoral studies. Examples include writing and communication, teamwork, time management, leadership, resource management, negotiation, problem solving, listening, planning, entrepreneurial spirit, mastering ethics awareness, etc. The need for such skills is due to the leading role that doctoral students are expected to play in society. As such, various organizations have issued recommendations for doctoral programs to include a formal component of soft skills training. In this article, an effective way of introducing soft and transferable skills acquisition in doctoral engineering education is introduced. Namely, a form of collaborative project-based learning is designed as a compulsory course. This includes a set of base lectures, a long period of parallel working groups focusing on the various aspects of organizing an international conference, running the actual conference, and performing a post-conference assessment. Results and lessons learned demonstrate the validity and effectiveness of the proposed approach.\",\"published_in\":\"MDPI AG\",\"year\":\"2020-09-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/adfa21fe298b4a008ec5df9ceb818111\",\"readers\":0,\"subject_orig\":\"soft skills; doctoral education; project-based learning; group work; doctoral conference; Education; L\",\"subject\":\"soft skills; doctoral education; project-based learning; group work; doctoral conference; Education; L\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Ethology; Deontology; Science, Moral; Ethics; Philosophy, Moral; Morality; Moral philosophy; Morals; Ethics, Primitive; Experience; Learning; Learning process; Mass communication; Communication, Primitive; Communication; Problem solving\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Ethology; Deontology; Science, Moral; Ethics; Philosophy, Moral; Morality; Moral philosophy; Morals; Ethics, Primitive; Experience; Learning; Learning process; Mass communication; Communication, Primitive; Communication; Problem solving\",\"oa_state\":2,\"link\":\"\",\"relevance\":46,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0552386695497034\",\"y\":\"0.140338407432325\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:b4d03f46726e44b886ce6061168a3a0c\",\"title\":\"Model Pembelajaran Ushul Fiqih Berdimenasi Soft Skils\",\"title_en\":\"Model Pembelajaran Ushul Fiqih Berdimenasi Soft Skils\",\"authors\":\"Syamsul Arifin\",\"paper_abstract\":\"Abstrak Tujuan penelitian ini untuk menggali karakteristik Ushul Fiqh dari aspek epistemologi dan ontologi dan selanjutnya mendeskripsikan model pembelajarannya yang berdimensi soft skill. Adapun hasil penelitian menunjukkan bahwa: Pertama, bahwa Ushul Fiqh sebagai ilmu pengetahuan yang memiliki potensi laten untuk mengembangkan soft skill peserta didik. Kedua, Ushul Fiqh yang dinilai sebagai induk ilmu pengetahuan Islam memiliki peran sentral dalam mewujudkan Islam sebagai agama yang rahmat dan humanis. Dari aspek epistemologis, pendekatan Ushul Fiqh yang humanistik bukan saja akan melahirkan hukum-hukum Islam yang \\u201cberpihak\\u201d pada manusia, lebih dari itu, mampu membentuk manusia yang humanis. Ketiga, Pengembangan soft skill melalui pembelajaran Ushul Fiqh dirasakan efektif dengan strategi pembelajaran Value Clarification Learning, Active Learning, dan Contextual Teaching and Learning. Selain itu, Pemilihan contoh-contoh ayat-ayat Al-Qur\\u2019an yang mendukung aktualisasi nilai tersebut dan keberanian memberikan makna pada setiap pokok-pokok bahasan ushul Fiqh. menjadi salah satu kunci pencapaian terwujudnya perilaku baru bagi individu.\\u00a0 Abstract The purpose of this study is to explore the characteristics of Ushul Fiqh from the epistemological and ontological aspects and then to describe the learning model that has the dimensions of soft skills. The results of the study show that: First, Ushul Fiqh is a science that has latent potential to develop soft skills of students. Second, Ushul Fiqh which is considered as the Queen of Islamic science has a central role in realizing Islam as a religion of grace and humanity. From the epistemological aspect, the humanistic approach of Usul Fiqh will not only give birth to Islamic laws that \\\"take sides\\\" with humans, more than that, capable of forming humanists. Third, the development of soft skills through Ushul Fiqh learning was felt to be effective with the learning strategies of Value Clarification Learning, Active Learning, and Contextual Teaching and Leaning. In addition, the selection of examples of verses from the Qur'an that support the actualization of these values and the courage to give meaning to each of the subjects of Ushul fiqh. become one of the keys to achieving new behaviours for individuals. \\u00a0\",\"paper_abstract_en\":\"Abstrak Tujuan penelitian ini untuk menggali karakteristik Ushul Fiqh dari aspek epistemologi dan ontologi dan selanjutnya mendeskripsikan model pembelajarannya yang berdimensi soft skill. Adapun hasil penelitian menunjukkan bahwa: Pertama, bahwa Ushul Fiqh sebagai ilmu pengetahuan yang memiliki potensi laten untuk mengembangkan soft skill peserta didik. Kedua, Ushul Fiqh yang dinilai sebagai induk ilmu pengetahuan Islam memiliki peran sentral dalam mewujudkan Islam sebagai agama yang rahmat dan humanis. Dari aspek epistemologis, pendekatan Ushul Fiqh yang humanistik bukan saja akan melahirkan hukum-hukum Islam yang \\u201cberpihak\\u201d pada manusia, lebih dari itu, mampu membentuk manusia yang humanis. Ketiga, Pengembangan soft skill melalui pembelajaran Ushul Fiqh dirasakan efektif dengan strategi pembelajaran Value Clarification Learning, Active Learning, dan Contextual Teaching and Learning. Selain itu, Pemilihan contoh-contoh ayat-ayat Al-Qur\\u2019an yang mendukung aktualisasi nilai tersebut dan keberanian memberikan makna pada setiap pokok-pokok bahasan ushul Fiqh. menjadi salah satu kunci pencapaian terwujudnya perilaku baru bagi individu.\\u00a0 Abstract The purpose of this study is to explore the characteristics of Ushul Fiqh from the epistemological and ontological aspects and then to describe the learning model that has the dimensions of soft skills. The results of the study show that: First, Ushul Fiqh is a science that has latent potential to develop soft skills of students. Second, Ushul Fiqh which is considered as the Queen of Islamic science has a central role in realizing Islam as a religion of grace and humanity. From the epistemological aspect, the humanistic approach of Usul Fiqh will not only give birth to Islamic laws that \\\"take sides\\\" with humans, more than that, capable of forming humanists. Third, the development of soft skills through Ushul Fiqh learning was felt to be effective with the learning strategies of Value Clarification Learning, Active Learning, and Contextual Teaching and Leaning. In addition, the selection of examples of verses from the Qur'an that support the actualization of these values and the courage to give meaning to each of the subjects of Ushul fiqh. become one of the keys to achieving new behaviours for individuals. \\u00a0\",\"published_in\":\"Universitas Islam Negeri (UIN) Mataram\",\"year\":\"2019-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/b4d03f46726e44b886ce6061168a3a0c\",\"readers\":0,\"subject_orig\":\"Ushul Fiqh; Soft Skills; Pembelajaran; Model; Education; L\",\"subject\":\"Ushul Fiqh; Soft Skills; Pembelajaran; Model; Education; L\",\"concepts\":\"Learning; Learning process; Religion, Primitive; Religion; Value; Standard of value; Values; Axiology; Worth; Volition; Will; Conation\",\"concepts_en\":\"Learning; Learning process; Religion, Primitive; Religion; Value; Standard of value; Values; Axiology; Worth; Volition; Will; Conation\",\"oa_state\":2,\"link\":\"\",\"relevance\":104,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.367704934277866\",\"y\":\"-0.110858807798214\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:b5a56c1efd564effa55055f929282203\",\"title\":\"FAKTOR-FAKTOR YANG MEMPENGARUHI PENDIDIKAN KARAKTER HOLISTIK SISWA SMKN DI KOTA MALANG\",\"title_en\":\"FAKTOR-FAKTOR YANG MEMPENGARUHI PENDIDIKAN KARAKTER HOLISTIK SISWA SMKN DI KOTA MALANG\",\"authors\":\"Dianna Ratnawati\",\"paper_abstract\":\"Facing the challenge of MEA, we require to filter for protecting the foreign cultures that are not the same with the culture of our nation, one of the solutions is a holistic character education. This study is for determining the effect of: (1) the family environment and the industrial work practice towards holistic character education, (2) the family environment and the industrial work practice towards the soft skills, and (3) the family environment and the industrial work practice indirectly through soft skills towards the holistic character education. This type of research is the ex-postfaco to with quantitative approach. The technique of collecting data using questionnaires. While the analysis technique using path analysis. The research population numbered 555 students of vocational hight school in Malang, and 126 students for sample. Sampling uses a random probability sampling group. The results showed: (1) there is a direct effect and significant correlation between family environment and industrial work practice towards holistic character education, (2) there is a direct influence of the family environment and the industrial work practice against soft skill, and (3) there is the indirect effect between family environment and industrial work practice through the soft skills of the holistic character education.\",\"paper_abstract_en\":\"Facing the challenge of MEA, we require to filter for protecting the foreign cultures that are not the same with the culture of our nation, one of the solutions is a holistic character education. This study is for determining the effect of: (1) the family environment and the industrial work practice towards holistic character education, (2) the family environment and the industrial work practice towards the soft skills, and (3) the family environment and the industrial work practice indirectly through soft skills towards the holistic character education. This type of research is the ex-postfaco to with quantitative approach. The technique of collecting data using questionnaires. While the analysis technique using path analysis. The research population numbered 555 students of vocational hight school in Malang, and 126 students for sample. Sampling uses a random probability sampling group. The results showed: (1) there is a direct effect and significant correlation between family environment and industrial work practice towards holistic character education, (2) there is a direct influence of the family environment and the industrial work practice against soft skill, and (3) there is the indirect effect between family environment and industrial work practice through the soft skills of the holistic character education.\",\"published_in\":\"Universitas Sarjanawiyata Tamansiswa\",\"year\":\"2015-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/b5a56c1efd564effa55055f929282203\",\"readers\":0,\"subject_orig\":\"factor, holistic character education, Vocational High School; Education; L; Education (General); L7-991\",\"subject\":\"factor, holistic character education, Vocational High School; Education; L\",\"concepts\":\"Collectors and collecting; Collectibles--Collectors and collecting; Collecting; Collection and preservation; Ethical education; Character education; Moral education; Human populations; Human population; Populations, Human; Population growth; Population\",\"concepts_en\":\"Collectors and collecting; Collectibles--Collectors and collecting; Collecting; Collection and preservation; Ethical education; Character education; Moral education; Human populations; Human population; Populations, Human; Population growth; Population\",\"oa_state\":2,\"link\":\"\",\"relevance\":86,\"cluster_labels\":\"Industrial world, Inovasi guru, Soft skills dan\",\"x\":\"-0.00767695574464847\",\"y\":\"0.334233968666936\",\"area_uri\":11,\"area\":\"Industrial world, Inovasi guru, Soft skills dan\"},{\"id\":\"oai:doaj.org\\/article:b85ec0e5ca344bde8532f5a6c2176ca3\",\"title\":\"Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis\",\"title_en\":\"Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis\",\"authors\":\"Frederick Patacsil; Christine Lourrine S. Tablatin\",\"paper_abstract\":\"The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies,\\u00a0 however,\\u00a0 was slightly modified, validated and pilot tested\\u00a0 to fit into the needs of the research.\\u00a0 Respondents\\u00a0 of this study were IT students enrolled in internship while industry respondents were the supervisors of the IT students in their respective company.\\u00a0 Internship IT students were selected since they have a strong background on the needs of the company based on their internship experience. The findings revealed that teamwork and communication skills are very important soft skills to be possessed by IT graduates\\u00a0 as perceived by the respondents.\\u00a0 Further, results reveal that there was no significant difference in the perception of the respondents in terms of the\\u00a0 importance of soft skills. However, this finding contradicts the results in the case of hard skills were in there was a big range of disagreement on the importance of hard skills.\\u00a0\\u00a0 IT students perceived that hard skills were very important while industry perceived hard skills were somewhat important. It is recognized that soft\\u00a0 skills are very important communication tool for a customer oriented industry and\\u00a0 that\\u00a0 it is essential to enhance the communication skills of IT students for their future employment. The study suggests that the university should target improvements of soft skills and specific personality development component in the curriculum.\",\"paper_abstract_en\":\"The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies,\\u00a0 however,\\u00a0 was slightly modified, validated and pilot tested\\u00a0 to fit into the needs of the research.\\u00a0 Respondents\\u00a0 of this study were IT students enrolled in internship while industry respondents were the supervisors of the IT students in their respective company.\\u00a0 Internship IT students were selected since they have a strong background on the needs of the company based on their internship experience. The findings revealed that teamwork and communication skills are very important soft skills to be possessed by IT graduates\\u00a0 as perceived by the respondents.\\u00a0 Further, results reveal that there was no significant difference in the perception of the respondents in terms of the\\u00a0 importance of soft skills. However, this finding contradicts the results in the case of hard skills were in there was a big range of disagreement on the importance of hard skills.\\u00a0\\u00a0 IT students perceived that hard skills were very important while industry perceived hard skills were somewhat important. It is recognized that soft\\u00a0 skills are very important communication tool for a customer oriented industry and\\u00a0 that\\u00a0 it is essential to enhance the communication skills of IT students for their future employment. The study suggests that the university should target improvements of soft skills and specific personality development component in the curriculum.\",\"published_in\":\"OmniaScience\",\"year\":\"2017-09-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/b85ec0e5ca344bde8532f5a6c2176ca3\",\"readers\":0,\"subject_orig\":\"Soft Skills, Hard Skills, Internship, Industry, IT Student, Gap Analysis.; Education; L; Special aspects of education; LC8-6691; Technology; T; Engineering (General). Civil engineering (General); TA1-2040\",\"subject\":\"Soft Skills, Hard Skills, Internship, Industry, IT Student, ; Education; L; Special aspects of education; Technology; T\",\"concepts\":\"Experience; Industries; Industry; Industrial production; Interpersonal communication; Mass communication; Communication, Primitive; Communication; Traits, Personality; Personality; Personality theory; Personology; Personal identity; Personality traits; Personality psychology\",\"concepts_en\":\"Experience; Industries; Industry; Industrial production; Interpersonal communication; Mass communication; Communication, Primitive; Communication; Traits, Personality; Personality; Personality theory; Personology; Personal identity; Personality traits; Personality psychology\",\"oa_state\":2,\"link\":\"\",\"relevance\":50,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.0135015536804046\",\"y\":\"-0.0864968384454584\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:b96236f41687474cbda520bcc3f4ca87\",\"title\":\"Model Pembelajaran Soft Skill Terintegrasi pada Siswa SMK Program Studi Keahlian Tata Boga\",\"title_en\":\"Model Pembelajaran Soft Skill Terintegrasi pada Siswa SMK Program Studi Keahlian Tata Boga\",\"authors\":\"Siti Hamidah\",\"paper_abstract\":\"Abstrak: Pembelajaran Soft Skills Terintegrasi pada Siswa SMK Program Studi Keahlian Tata Boga. Kajian model pembelajaran soft skills terintegrasi bertujuan untuk mengkaji model hipotetik dari pembelajaran soft skills siswa SMK Boga.\\u00a0 Model dikembangkan berdasarkan kajian konsep-konsep soft skills dikaitkan dengan konteks pembelajarannya pada bidang tata boga. Soft-skills diidentifikasi dari kurikulum jasa boga kelompok produktif dan dieksplorasi dari dunia industri terkait. Kemudian soft skills dari hasil identifikasi ini diintegrasikan dengan pendekatan topik dan multi target. Implementasinya dalam pembelajaran menggunakan pendekatan psikologi pemebelajaran eklektik antara behaviourisme, kognitvisme, konstruktivisme, dan humanisme. Rancangan model ini menekankan peran aktif\\u00a0 siswa mulai dari merancang perilaku soft skills, mengkonstruk soft skills terintegrasi melalui pengalaman belajar berbasis manajemen kinerja, dan melakukan refleksi untuk perbaikan berkelanjutan. Kata kunci: pembelajaran, soft skils, terintegrasi, tata boga.\",\"paper_abstract_en\":\"Abstrak: Pembelajaran Soft Skills Terintegrasi pada Siswa SMK Program Studi Keahlian Tata Boga. Kajian model pembelajaran soft skills terintegrasi bertujuan untuk mengkaji model hipotetik dari pembelajaran soft skills siswa SMK Boga.\\u00a0 Model dikembangkan berdasarkan kajian konsep-konsep soft skills dikaitkan dengan konteks pembelajarannya pada bidang tata boga. Soft-skills diidentifikasi dari kurikulum jasa boga kelompok produktif dan dieksplorasi dari dunia industri terkait. Kemudian soft skills dari hasil identifikasi ini diintegrasikan dengan pendekatan topik dan multi target. Implementasinya dalam pembelajaran menggunakan pendekatan psikologi pemebelajaran eklektik antara behaviourisme, kognitvisme, konstruktivisme, dan humanisme. Rancangan model ini menekankan peran aktif\\u00a0 siswa mulai dari merancang perilaku soft skills, mengkonstruk soft skills terintegrasi melalui pengalaman belajar berbasis manajemen kinerja, dan melakukan refleksi untuk perbaikan berkelanjutan. Kata kunci: pembelajaran, soft skils, terintegrasi, tata boga.\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2013-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/b96236f41687474cbda520bcc3f4ca87\",\"readers\":0,\"subject_orig\":\"Education; L\",\"subject\":\"Education; L\",\"concepts\":\"\",\"concepts_en\":\"\",\"oa_state\":2,\"link\":\"\",\"relevance\":1,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.180803322512916\",\"y\":\"-0.202018070323006\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:bc77825018e446099aa0ac48b866dea2\",\"title\":\"FIRST AND THIRD GRADE STUDENTS\\u2019 PERCEPTIONS ON THEIR SOFT SKILLS ACQUISITION OF THE USE OF COLLABORATIVE LEARNING IN ENGLISH CLASS\",\"title_en\":\"FIRST AND THIRD GRADE STUDENTS\\u2019 PERCEPTIONS ON THEIR SOFT SKILLS ACQUISITION OF THE USE OF COLLABORATIVE LEARNING IN ENGLISH CLASS\",\"authors\":\"Nia Nuryanti Permata\",\"paper_abstract\":\"Soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students\\u2019 perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to be used to develop the students\\u2019 soft skills, and the type of collaborative learning should be more appropriate for different grades of students\",\"paper_abstract_en\":\"Soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students\\u2019 perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to be used to develop the students\\u2019 soft skills, and the type of collaborative learning should be more appropriate for different grades of students\",\"published_in\":\"Politeknik Negeri Bali\",\"year\":\"2017-09-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/bc77825018e446099aa0ac48b866dea2\",\"readers\":0,\"subject_orig\":\"History of scholarship and learning. The humanities; AZ20-999; Social Sciences; H; Social sciences (General); H1-99\",\"subject\":\"History of scholarship ; Social Sciences; H\",\"concepts\":\"Learning; Learning process\",\"concepts_en\":\"Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":21,\"cluster_labels\":\"Google services, History of scholarship, Learning project\",\"x\":\"0.160412400338818\",\"y\":\"0.00264006359533963\",\"area_uri\":6,\"area\":\"Google services, History of scholarship, Learning project\"},{\"id\":\"oai:doaj.org\\/article:bcb65fc8481343f0ac8751fdc18e7ed2\",\"title\":\"Professional Competences in STEM Education\",\"title_en\":\"Professional Competences in STEM Education\",\"authors\":\"Fairuza Sabirova; Marina Vinogradova; Anastasia Isaeva; Tatiana Litvinova; Sergey Kudinov\",\"paper_abstract\":\"The ongoing changes in the modern world - represented with nano-, bio-, info- and cognitive technological development - requires a certain skill set, mastering of which is necessary for any professional and above all - a STEM-specialist. Thus, alongside the technological advancement, leading global corporations seek to employ candidates exhibiting particular soft-skills, among which leadership and emotional intellect are in especially high demand. The purpose of the article is to formulate a comprehensive STEM portfolio, consisting of soft, emotional and leadership skills (SELS). Consequently, a new method of developing leadership skills in the STEM educational process is offered. As opposed to traditional methods of management, the new approach is based on the principle of emotional intellect, thus allowing to influence employees on a level that engages them personally, hence more effectively. The offered methodology is applicable in both educational and corporal spheres of professional STEM activity.\",\"paper_abstract_en\":\"The ongoing changes in the modern world - represented with nano-, bio-, info- and cognitive technological development - requires a certain skill set, mastering of which is necessary for any professional and above all - a STEM-specialist. Thus, alongside the technological advancement, leading global corporations seek to employ candidates exhibiting particular soft-skills, among which leadership and emotional intellect are in especially high demand. The purpose of the article is to formulate a comprehensive STEM portfolio, consisting of soft, emotional and leadership skills (SELS). Consequently, a new method of developing leadership skills in the STEM educational process is offered. As opposed to traditional methods of management, the new approach is based on the principle of emotional intellect, thus allowing to influence employees on a level that engages them personally, hence more effectively. The offered methodology is applicable in both educational and corporal spheres of professional STEM activity.\",\"published_in\":\"Kassel University Press\",\"year\":\"2020-07-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/bcb65fc8481343f0ac8751fdc18e7ed2\",\"readers\":0,\"subject_orig\":\"stem education; emotional intellect; competences in stem; leadership; data analysis.; Education; L; Information technology; T58.5-58.64\",\"subject\":\"stem education; emotional intellect; competences in stem; leadership; Education; L; Information technology; .5-\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Mind; Intellect; Intelligence; Human intelligence\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Mind; Intellect; Intelligence; Human intelligence\",\"oa_state\":2,\"link\":\"\",\"relevance\":101,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.0861464215049649\",\"y\":\"0.304387575379083\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:bd292109c83f42f6ab5799972e1dcdec\",\"title\":\"The Perception of Soft Skills and Their Training at Hotel Front \\u2013 Office in Connection to CoVid-19 Pandemics\",\"title_en\":\"The Perception of Soft Skills and Their Training at Hotel Front \\u2013 Office in Connection to CoVid-19 Pandemics\",\"authors\":\"Stepan Chalupa; Karel Chadt\",\"paper_abstract\":\"This paper deals with soft skills training in the hospitality industry during the pandemic of Covid - 19. Based on the semi-structured interviews with hotel and front office managers, the main topics of communication with clients and their issues were identified, and the insufficiencies in employee approach towards these situations. The findings show that the employees are not prepared for critical situations and need proper soft skills training. This paper proposes virtual reality as a platform for real situation training, including feedback and in-training evaluation.\",\"paper_abstract_en\":\"This paper deals with soft skills training in the hospitality industry during the pandemic of Covid - 19. Based on the semi-structured interviews with hotel and front office managers, the main topics of communication with clients and their issues were identified, and the insufficiencies in employee approach towards these situations. The findings show that the employees are not prepared for critical situations and need proper soft skills training. This paper proposes virtual reality as a platform for real situation training, including feedback and in-training evaluation.\",\"published_in\":\"UIKTEN\",\"year\":\"2021-05-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/bd292109c83f42f6ab5799972e1dcdec\",\"readers\":0,\"subject_orig\":\"soft skills training; in-field training; soft skills development; hospitality; Education; L; Technology; T\",\"subject\":\"soft skills training; in-field training; soft skills development; hospitality; Education; L; Technology; T\",\"concepts\":\"Industries; Industry; Industrial production; Mass communication; Communication, Primitive; Communication; Reality\",\"concepts_en\":\"Industries; Industry; Industrial production; Mass communication; Communication, Primitive; Communication; Reality\",\"oa_state\":2,\"link\":\"http:\\/\\/www.temjournal.com\\/content\\/102\\/TEMJournalMay2021_517_521.pdf\",\"relevance\":85,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.222048450320751\",\"y\":\"-0.20683366229691\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:c0430b15c5ff46b78a7d49d455c861d8\",\"title\":\"Needed Soft Skills and their Status: Self-perception of University Information Professionals\",\"title_en\":\"Needed Soft Skills and their Status: Self-perception of University Information Professionals\",\"authors\":\"Sajjad Ahmad; Kanwal Ameen; Midrar Ullah\",\"paper_abstract\":\"

ABSTRACT<\\/span><\\/strong><\\/p>

            The objective of this study was to assess the self-perception of university information professionals regarding their overall and various clusters of soft skills. A survey method, using a questionnaire as data collection instrument, was employed to achieve the objectives of this study. The instrument of Kantrowitz developed in 2005 was adapted after expert review and pilot testing. Descriptive statistics were used to analyze the data using SPSS version 20. <\\/span><\\/p>

            The population of this study was information professionals working in the central libraries of all the public sector general universities in Pakistan and all of them were included in the survey. The findings revealed that information professional perceived themselves competent <\\/span>in overall soft skills with a mean score of 3.68 for 372 university information professionals<\\/span>. The self-reported findings further revealed that information professionals were competent in performance management skills, interpersonal skills, political\\/cultural skills, and leadership \\/organization skills with higher mean score. However, they perceived themselves moderately competent in two important clusters of soft skills including: communication \\/persuasion skills and self-management skills with comparatively lower means, which need further development.<\\/span><\\/p>

            To improve information professionals’ soft skills, Library and Information Science (LIS) curriculum at Master level should include soft skills. Moreover, in-service trainings on soft skills are also required for serving information professionals.<\\/span><\\/p>\",\"paper_abstract_en\":\"

ABSTRACT<\\/span><\\/strong><\\/p>

            The objective of this study was to assess the self-perception of university information professionals regarding their overall and various clusters of soft skills. A survey method, using a questionnaire as data collection instrument, was employed to achieve the objectives of this study. The instrument of Kantrowitz developed in 2005 was adapted after expert review and pilot testing. Descriptive statistics were used to analyze the data using SPSS version 20. <\\/span><\\/p>

            The population of this study was information professionals working in the central libraries of all the public sector general universities in Pakistan and all of them were included in the survey. The findings revealed that information professional perceived themselves competent <\\/span>in overall soft skills with a mean score of 3.68 for 372 university information professionals<\\/span>. The self-reported findings further revealed that information professionals were competent in performance management skills, interpersonal skills, political\\/cultural skills, and leadership \\/organization skills with higher mean score. However, they perceived themselves moderately competent in two important clusters of soft skills including: communication \\/persuasion skills and self-management skills with comparatively lower means, which need further development.<\\/span><\\/p>

            To improve information professionals’ soft skills, Library and Information Science (LIS) curriculum at Master level should include soft skills. Moreover, in-service trainings on soft skills are also required for serving information professionals.<\\/span><\\/p>\",\"published_in\":\"University of the Punjab, Department of Information Management\",\"year\":\"2016-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/c0430b15c5ff46b78a7d49d455c861d8\",\"readers\":0,\"subject_orig\":\"soft skills; university information professionals; lis education; Bibliography. Library science. Information resources; Z\",\"subject\":\"soft skills; university information professionals; lis education; Bibliography; ; Z\",\"concepts\":\"Human populations; Human population; Populations, Human; Population growth; Population; Information science; Mass communication; Communication, Primitive; Communication\",\"concepts_en\":\"Human populations; Human population; Populations, Human; Population growth; Population; Information science; Mass communication; Communication, Primitive; Communication\",\"oa_state\":2,\"link\":\"\",\"relevance\":91,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.128961680997461\",\"y\":\"-0.247991927148505\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:c30b3ba8cb374b77a42999ff7a94060a\",\"title\":\"Implementation of soft skills on Automotive Engineering practicum of state vocational high schools in West Lombok Regency\",\"title_en\":\"Implementation of soft skills on Automotive Engineering practicum of state vocational high schools in West Lombok Regency\",\"authors\":\"Aprian Firmansyah; Soeharto Soeharto\",\"paper_abstract\":\"This research aims to reveal the implementation of soft skills in the expertise program of automotive workshop at vocational high schools (VHS) in West Lombok Regency in terms of (1) student condition and practicum lesson planning, and (2) level of soft skills in automotive technology practicum of VHS students. This research is quantitative research with a descriptive approach. The research population is all state vocational high schools (SVHS) of light vehicle technology in West Lombok. The sample is four vocational high schools with 84 grade XII students and four teachers established using the purposive sampling technique. The research finding shows that (1) the student condition in the implementation of soft skills is in a good category with the achievement percentage of 46.43% and the lesson plan condition is in a good category with the achievement percentage of 58.33%; (2) the achievement level of soft skill is in a good category with the achievement percentage of 49%.\",\"paper_abstract_en\":\"This research aims to reveal the implementation of soft skills in the expertise program of automotive workshop at vocational high schools (VHS) in West Lombok Regency in terms of (1) student condition and practicum lesson planning, and (2) level of soft skills in automotive technology practicum of VHS students. This research is quantitative research with a descriptive approach. The research population is all state vocational high schools (SVHS) of light vehicle technology in West Lombok. The sample is four vocational high schools with 84 grade XII students and four teachers established using the purposive sampling technique. The research finding shows that (1) the student condition in the implementation of soft skills is in a good category with the achievement percentage of 46.43% and the lesson plan condition is in a good category with the achievement percentage of 58.33%; (2) the achievement level of soft skill is in a good category with the achievement percentage of 49%.\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2020-11-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/c30b3ba8cb374b77a42999ff7a94060a\",\"readers\":0,\"subject_orig\":\"implementation; soft skills; vocational high school; Education; L\",\"subject\":\"implementation; soft skills; vocational high school; Education; L\",\"concepts\":\"Human populations; Human population; Populations, Human; Population growth; Population\",\"concepts_en\":\"Human populations; Human population; Populations, Human; Population growth; Population\",\"oa_state\":2,\"link\":\"\",\"relevance\":63,\"cluster_labels\":\"Industrial world, Inovasi guru, Soft skills dan\",\"x\":\"0.301347828835753\",\"y\":\"0.0522315809391532\",\"area_uri\":11,\"area\":\"Industrial world, Inovasi guru, Soft skills dan\"},{\"id\":\"oai:doaj.org\\/article:c97ab3d8df8546c5a36341a97f793850\",\"title\":\"Developing soft skills of music teachers through involvement in student project office activities\",\"title_en\":\"Developing soft skills of music teachers through involvement in student project office activities\",\"authors\":\"Vladimir V. Dubrovskii; Yaroslav A. Gorbik; Larisa A. Pidzhoyan; Irina V. Efremova\",\"paper_abstract\":\"\\u00a0 The aim of this paper is to analyze the results of soft skills development of music teachers through involvement in student project office activities. The content analysis of normative and legal documents regulating professional training and professional activity of a music teacher resulted in the following soft skills content for this category of employees: communicative competences, self-management skills, critical thinking, and managerial competences. The study of music teachers' soft skills development in the process of their involvement in project activities was carried out through a pedagogical experiment. 76 students (3-4 years) of the Institute of History and Culture, 15 teachers and 12 social partners took part in the research. The conducted research confirmed the effectiveness of developing soft skills of future music educators in the process of involving students in project management. The implementation of this activity began with the creation of student project office, which is a necessary tool to organize project management in the student environment. \\u00a0\",\"paper_abstract_en\":\"\\u00a0 The aim of this paper is to analyze the results of soft skills development of music teachers through involvement in student project office activities. The content analysis of normative and legal documents regulating professional training and professional activity of a music teacher resulted in the following soft skills content for this category of employees: communicative competences, self-management skills, critical thinking, and managerial competences. The study of music teachers' soft skills development in the process of their involvement in project activities was carried out through a pedagogical experiment. 76 students (3-4 years) of the Institute of History and Culture, 15 teachers and 12 social partners took part in the research. The conducted research confirmed the effectiveness of developing soft skills of future music educators in the process of involving students in project management. The implementation of this activity began with the creation of student project office, which is a necessary tool to organize project management in the student environment. \\u00a0\",\"published_in\":\"Editorial AAR\",\"year\":\"2021-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/c97ab3d8df8546c5a36341a97f793850\",\"readers\":0,\"subject_orig\":\"Higher education; Soft skills; Music teachers; Student project office; Project management; Education; L; Special aspects of education; LC8-6691\",\"subject\":\"Higher education; Soft skills; Music teachers; Student project office; Project management; Education; L; Special aspects of education\",\"concepts\":\"Diplomatics; Documents; History; Annals; Mind; Thought and thinking; Thoughts; Thinking\",\"concepts_en\":\"Diplomatics; Documents; History; Annals; Mind; Thought and thinking; Thoughts; Thinking\",\"oa_state\":2,\"link\":\"\",\"relevance\":38,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.120326107909582\",\"y\":\"0.0843977803972881\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:cb46d442602449d9b1def040f52c70b1\",\"title\":\"Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education\",\"title_en\":\"Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education\",\"authors\":\"Olesya Dmitrievna Medvedeva; Anna Vladimirovna Rubtsova\",\"paper_abstract\":\"The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students\\u2019 opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method\\u2019s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach\\u2019s alpha, which revealed good reliability of the questionnaire, and t<\\/i>-test showed high efficiency of the technology that improved students\\u2019 soft skills.\",\"paper_abstract_en\":\"The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students\\u2019 opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method\\u2019s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach\\u2019s alpha, which revealed good reliability of the questionnaire, and t<\\/i>-test showed high efficiency of the technology that improved students\\u2019 soft skills.\",\"published_in\":\"MDPI AG\",\"year\":\"2021-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/cb46d442602449d9b1def040f52c70b1\",\"readers\":0,\"subject_orig\":\"soft skills; productive method; foreign language teaching; engineering students; educational standards; professionally oriented foreign language; Education; L\",\"subject\":\"soft skills; productive method; foreign language teaching; engineering students; educational standards; professionally oriented foreign language; Education; L\",\"concepts\":\"Communicative competence; Competence, Communicative; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Language and languages; Foreign languages; Languages; Learning; Learning process; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Possibility\",\"concepts_en\":\"Communicative competence; Competence, Communicative; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Language and languages; Foreign languages; Languages; Learning; Learning process; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Possibility\",\"oa_state\":2,\"link\":\"\",\"relevance\":18,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"-0.00749380611902581\",\"y\":\"0.0520468105001579\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:cb9f34bd18d340d1a491678eb712a1c9\",\"title\":\"Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers\",\"title_en\":\"Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers\",\"authors\":\"Kai Johannes Schleutker; Valeria Caggiano; Fabiana Coluzzi; Jose Luis Poza Luj\\u00e1n\",\"paper_abstract\":\"Recent reports have suggested that many employees in the labour market today lack essential\\u00a0soft skills. Yet, the specific relevance of these skills for particular job occupations is still\\u00a0to explore. We investigated perceptions of skill requirements and their development potential\\u00a0reflected against cultural impacts, using close interviews of 64 managers at firms in\\u00a0different fields of industries in Italy and Finland. Managers reported that, due to heightened\\u00a0competitive pressure, specific soft skills, particularly Work in team and flexibility to\\u00a0develop, are becoming increasingly important. The study indicates that the perceived significance\\u00a0of soft skills seems to vary according to the working environment and occupation.\\u00a0Furthermore, some soft skills seem to have a higher potential for development and thus\\u00a0suggested to be implemented in the university curricula. The paper concludes that a country characterized by working\\u00a0 environments conducive to the development of soft skills,\\u00a0must however promote research for the identification and relevance of the skills themselves.\",\"paper_abstract_en\":\"Recent reports have suggested that many employees in the labour market today lack essential\\u00a0soft skills. Yet, the specific relevance of these skills for particular job occupations is still\\u00a0to explore. We investigated perceptions of skill requirements and their development potential\\u00a0reflected against cultural impacts, using close interviews of 64 managers at firms in\\u00a0different fields of industries in Italy and Finland. Managers reported that, due to heightened\\u00a0competitive pressure, specific soft skills, particularly Work in team and flexibility to\\u00a0develop, are becoming increasingly important. The study indicates that the perceived significance\\u00a0of soft skills seems to vary according to the working environment and occupation.\\u00a0Furthermore, some soft skills seem to have a higher potential for development and thus\\u00a0suggested to be implemented in the university curricula. The paper concludes that a country characterized by working\\u00a0 environments conducive to the development of soft skills,\\u00a0must however promote research for the identification and relevance of the skills themselves.\",\"published_in\":\"LED Edizioni Universitarie \",\"year\":\"2019-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/cb9f34bd18d340d1a491678eb712a1c9\",\"readers\":0,\"subject_orig\":\"competencies; curriculum design; job occupation; labour market; soft skills; Education; L\",\"subject\":\"competencies; curriculum design; job occupation; labour market; soft skills; Education; L\",\"concepts\":\"Becoming (Philosophy); Industries; Industry; Industrial production\",\"concepts_en\":\"Becoming (Philosophy); Industries; Industry; Industrial production\",\"oa_state\":2,\"link\":\"\",\"relevance\":17,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0102749586342021\",\"y\":\"-0.0676815674732951\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:cdf72430ae8c4cf48b672d04234ab4d6\",\"title\":\"Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)\",\"title_en\":\"Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)\",\"authors\":\"I. K. Tsalikova; S. V. Pakhotina\",\"paper_abstract\":\"Introduction. In today\\u2019s world, professionals in any sphere of occupation should have soft skills in order to be in demand in the labour market, to quickly build a career and to achieve personal success. Soft skills involve: skills to communicate, to think creatively and unconventionally, to work in a team and to take responsibility, to organise own time effectively and to adapt quickly in new situations, etc. Therefore, it is necessary to be an owner of social qualities, which are commonly referred to as universal competencies, aimed at to finding optimal balanced solutions in a wide range of daily professional tasks. These skills are not quantifiable and are not generally described in job descriptions, but precisely these skills ensure high efficiency and productivity in any industry. In Western countries, the issues and strategies for soft skills formation in different categories of population have been studied for quite some time. Recently, these problems have become much more common among Russian scientists. The growing relevance of this issue is related to the changes in educational system, the changes in educational and personal guidelines, and the requirements for professional activities. This article is an overview of scientific Russian and foreign publications devoted to the aspects of soft skills development.The aims of the present research are the following: to identify the main trends in the study of soft skills and the possibilities for their acquisition by a person; to find out the similarities and differences between Russian and foreign studies; to determine the most promising scientific inquiry.Methodology and research methods. The study is based on the comparative-historical method. The authors used content-analysis and comparative analysis of documents, articles and results of statistical reports in international databases of Scopus and Web of Science within the period from 1975 to March 2019.Results and scientific novelty. For the first time, the authors conducted retrospective panoramic review of publications on soft skills, systemised additional information concerning the topic under discussion and identified the similarities between existing problems in different countries: lack of appropriate attention to soft skills development when designing educational programmes; insufficient involvement of employers in this process; complexity of the process of observing and evaluating soft skills; difference between the set of competencies acquired by graduates during studies with expectations and demand in the labour market, etc. Diverse ways of soft skills development are offered: organisation of special courses taught out of the subject context (which have already shown their inefficiency), mastering soft skills in parallel with the process of subject-based training or through the potential of particular disciplines. The international scientific community agrees with the statement that educational programmes, in any case, need to be refocused on the soft skills development. However, the general trend is the presentation in most studies of local statistical results, rather narrow professional topics of research and limited time (1\\u20132 academic years). Concerning methodological tools for measuring universal social skills, both Russian and foreign authors prefer case study, classroom research and questionnaires.In general, Russian pedagogical science demonstrates the same vector of development as foreign science, but passes the same stages as other countries with a lag. The only significant difference was found in the research topic: according to the publications of Russian scientists, little attention is given to the problem of migrants\\u2019 soft skills. Indeed, the issue of soft skills development is one of the most relevant problems abroad. This can probably be attributed to the specifics of migration processes: for instance, many foreign citizens with completely different cultural and religious mentalities arrive in the European Union; on the contrary, Russia is migrated mainly from former Soviet republics, wherein people are close to the Russians in emotional intelligence.Practical significance. The results of the analytical review allow the scientific and pedagogical community to obtain a comprehensive picture of the main trends in studying the problems of soft skills development and to identify priority directions of further research.\",\"paper_abstract_en\":\"Introduction. In today\\u2019s world, professionals in any sphere of occupation should have soft skills in order to be in demand in the labour market, to quickly build a career and to achieve personal success. Soft skills involve: skills to communicate, to think creatively and unconventionally, to work in a team and to take responsibility, to organise own time effectively and to adapt quickly in new situations, etc. Therefore, it is necessary to be an owner of social qualities, which are commonly referred to as universal competencies, aimed at to finding optimal balanced solutions in a wide range of daily professional tasks. These skills are not quantifiable and are not generally described in job descriptions, but precisely these skills ensure high efficiency and productivity in any industry. In Western countries, the issues and strategies for soft skills formation in different categories of population have been studied for quite some time. Recently, these problems have become much more common among Russian scientists. The growing relevance of this issue is related to the changes in educational system, the changes in educational and personal guidelines, and the requirements for professional activities. This article is an overview of scientific Russian and foreign publications devoted to the aspects of soft skills development.The aims of the present research are the following: to identify the main trends in the study of soft skills and the possibilities for their acquisition by a person; to find out the similarities and differences between Russian and foreign studies; to determine the most promising scientific inquiry.Methodology and research methods. The study is based on the comparative-historical method. The authors used content-analysis and comparative analysis of documents, articles and results of statistical reports in international databases of Scopus and Web of Science within the period from 1975 to March 2019.Results and scientific novelty. For the first time, the authors conducted retrospective panoramic review of publications on soft skills, systemised additional information concerning the topic under discussion and identified the similarities between existing problems in different countries: lack of appropriate attention to soft skills development when designing educational programmes; insufficient involvement of employers in this process; complexity of the process of observing and evaluating soft skills; difference between the set of competencies acquired by graduates during studies with expectations and demand in the labour market, etc. Diverse ways of soft skills development are offered: organisation of special courses taught out of the subject context (which have already shown their inefficiency), mastering soft skills in parallel with the process of subject-based training or through the potential of particular disciplines. The international scientific community agrees with the statement that educational programmes, in any case, need to be refocused on the soft skills development. However, the general trend is the presentation in most studies of local statistical results, rather narrow professional topics of research and limited time (1\\u20132 academic years). Concerning methodological tools for measuring universal social skills, both Russian and foreign authors prefer case study, classroom research and questionnaires.In general, Russian pedagogical science demonstrates the same vector of development as foreign science, but passes the same stages as other countries with a lag. The only significant difference was found in the research topic: according to the publications of Russian scientists, little attention is given to the problem of migrants\\u2019 soft skills. Indeed, the issue of soft skills development is one of the most relevant problems abroad. This can probably be attributed to the specifics of migration processes: for instance, many foreign citizens with completely different cultural and religious mentalities arrive in the European Union; on the contrary, Russia is migrated mainly from former Soviet republics, wherein people are close to the Russians in emotional intelligence.Practical significance. The results of the analytical review allow the scientific and pedagogical community to obtain a comprehensive picture of the main trends in studying the problems of soft skills development and to identify priority directions of further research.\",\"published_in\":\"Russian State Vocational Pedagogical University\",\"year\":\"2019-10-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/cdf72430ae8c4cf48b672d04234ab4d6\",\"readers\":0,\"subject_orig\":\"soft skills; soft skills development; international databases; scopus; web of science; Education; L\",\"subject\":\"soft skills; soft skills development; international databases; scopus; web of science; Education; L\",\"concepts\":\"Attention; Flow (Psychology); Concentration (Psychology); Commonwealth, The; Republics; Diplomatics; Documents; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Human populations; Human population; Populations, Human; Population growth; Population; Industries; Industry; Industrial production; Mass communication; Communication, Primitive; Communication; Publications; Published material; Subject (Philosophy)\",\"concepts_en\":\"Attention; Flow (Psychology); Concentration (Psychology); Commonwealth, The; Republics; Diplomatics; Documents; Grammar, Comparative and general--Context; Situation (Linguistics); Context (Linguistics); Human populations; Human population; Populations, Human; Population growth; Population; Industries; Industry; Industrial production; Mass communication; Communication, Primitive; Communication; Publications; Published material; Subject (Philosophy)\",\"oa_state\":2,\"link\":\"\",\"relevance\":33,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.000645155569291359\",\"y\":\"-0.00662634340969727\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:ce082aa0caf04f40b9a27b704c8966ea\",\"title\":\"Soft Skill Assessment in Higher Education\",\"title_en\":\"Soft Skill Assessment in Higher Education\",\"authors\":\"Paola Ricchiardi; Federica Emanuel\",\"paper_abstract\":\"Soft skills are defined as socio-emotional abilities, important for personal development,\\u00a0social participation, academic and work achievement, and are ideally opposite to specific\\u00a0technical skills. University is today called to adapt to the demands of a complex and\\u00a0mutable labour market, where it is important to support the graduates\\u2019 employability\\u00a0and to prepare future professionals who possess, in addition to technical skills, also soft\\u00a0skills. The University of Turin has introduced a theoretical and methodological reflection\\u00a0about soft skills\\u2019assessment and development in its students, through the Passport.Unito Project. According to international literature, a model of 12 soft skills was set up (Bennett\\u00a0et al., 1999; Heckman & Kautz, 2016): area of task (problem solving and decision\\u00a0making, time and space management, adoption of strategies adequate in tackling the\\u00a0task); area of the self (self-enhancement, emotional self-regulation, enterprise); motivational\\u00a0area (goal orientation, causal attribution, resilience); area of the interpersonal\\u00a0relationships (teamwork, communication, conflict management). The Project considers\\u00a0the development of a soft skills self-assessment tool (PassporTest), aimed at providing a description of the level of the different soft skills in the model. In this study are presented\\u00a0the validation data (exploratory and confirmatory factor analysis, reliability, validity)\\u00a0and the results of a first survey on a large sample of students from different University\\u00a0degree programs (N = 1048).\",\"paper_abstract_en\":\"Soft skills are defined as socio-emotional abilities, important for personal development,\\u00a0social participation, academic and work achievement, and are ideally opposite to specific\\u00a0technical skills. University is today called to adapt to the demands of a complex and\\u00a0mutable labour market, where it is important to support the graduates\\u2019 employability\\u00a0and to prepare future professionals who possess, in addition to technical skills, also soft\\u00a0skills. The University of Turin has introduced a theoretical and methodological reflection\\u00a0about soft skills\\u2019assessment and development in its students, through the Passport.Unito Project. According to international literature, a model of 12 soft skills was set up (Bennett\\u00a0et al., 1999; Heckman & Kautz, 2016): area of task (problem solving and decision\\u00a0making, time and space management, adoption of strategies adequate in tackling the\\u00a0task); area of the self (self-enhancement, emotional self-regulation, enterprise); motivational\\u00a0area (goal orientation, causal attribution, resilience); area of the interpersonal\\u00a0relationships (teamwork, communication, conflict management). The Project considers\\u00a0the development of a soft skills self-assessment tool (PassporTest), aimed at providing a description of the level of the different soft skills in the model. In this study are presented\\u00a0the validation data (exploratory and confirmatory factor analysis, reliability, validity)\\u00a0and the results of a first survey on a large sample of students from different University\\u00a0degree programs (N = 1048).\",\"published_in\":\"LED Edizioni Universitarie \",\"year\":\"2018-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/ce082aa0caf04f40b9a27b704c8966ea\",\"readers\":0,\"subject_orig\":\"soft skills; evaluation; self assessment; higher education; achievement.; Education; L\",\"subject\":\"soft skills; evaluation; self assessment; higher education; achievement.; Education; L\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Participation; Problem solving; Space and time; Space-time continuum; Spacetime; Space-time; Space of more than three dimensions; Space-times; Time and space\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Participation; Problem solving; Space and time; Space-time continuum; Spacetime; Space-time; Space of more than three dimensions; Space-times; Time and space\",\"oa_state\":2,\"link\":\"\",\"relevance\":31,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"-0.0230653934233076\",\"y\":\"0.0547043007552597\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:ce70f105595945a291ee3e2118583749\",\"title\":\"Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness\",\"title_en\":\"Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness\",\"authors\":\"Susilawati*; Nurfina Aznam; Paidi; Irwanto Irwanto\",\"paper_abstract\":\"This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachers’ soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre- and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTs’ attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbach’s alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachers’ soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.\",\"paper_abstract_en\":\"This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachers’ soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre- and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTs’ attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbach’s alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachers’ soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.\",\"published_in\":\"RU Publications\",\"year\":\"2021-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/ce70f105595945a291ee3e2118583749\",\"readers\":0,\"subject_orig\":\"environmental education; preservice science teachers; generic skills; ssi-based instruction.; Education; L\",\"subject\":\"environmental education; preservice science teachers; generic skills; ssi-; Education; L\",\"concepts\":\"Being; Ontology; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Social interaction; Human interaction; Symbolic interaction; Interaction, Social\",\"concepts_en\":\"Being; Ontology; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Literature; Western literature (Western countries); World literature; Belles-lettres; Mass communication; Communication, Primitive; Communication; Social interaction; Human interaction; Symbolic interaction; Interaction, Social\",\"oa_state\":2,\"link\":\"\",\"relevance\":23,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.155067634682101\",\"y\":\"0.0593276258008348\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:d092f44d474d410fb21ac8c7e4e11743\",\"title\":\"PENGARUH SOFT SKILLS DAN HARD SKILL TERHADAP INOVASI GURU SEKOLAH ISLAM\",\"title_en\":\"PENGARUH SOFT SKILLS DAN HARD SKILL TERHADAP INOVASI GURU SEKOLAH ISLAM\",\"authors\":\"Evy Yanthy; Rachma Nadhila Sudiyono; Hatoli Waruwu; Eva Agistiawati; Agus Purwanto\",\"paper_abstract\":\"This study aims to measure the effect of hard skills and soft skills on the innovation abilities of Islamic school teachers in Jakarta and Tangerang which are mediated by organizational culture. Data collection is done by simple random sampling via electronic to the teacher population in Jabodetabek. The returned and valid questionnaire results were 667 samples. Data processing using SEM method with SmartPLS 3.0 software. The results of this study conclude that hard skills and soft skills have a positive and significant effect on the ability of teacher innovation, both directly and indirectly through mediating organizational culture. This study proposes a model for building the innovation ability of Islamic school teachers among teachers in Jakarta and Tangerang through enhancing hard skills and soft skills with organizational culture as a mediator. This research can pave the way to improve teacher readiness in facing the era of education 4.0.\",\"paper_abstract_en\":\"This study aims to measure the effect of hard skills and soft skills on the innovation abilities of Islamic school teachers in Jakarta and Tangerang which are mediated by organizational culture. Data collection is done by simple random sampling via electronic to the teacher population in Jabodetabek. The returned and valid questionnaire results were 667 samples. Data processing using SEM method with SmartPLS 3.0 software. The results of this study conclude that hard skills and soft skills have a positive and significant effect on the ability of teacher innovation, both directly and indirectly through mediating organizational culture. This study proposes a model for building the innovation ability of Islamic school teachers among teachers in Jakarta and Tangerang through enhancing hard skills and soft skills with organizational culture as a mediator. This research can pave the way to improve teacher readiness in facing the era of education 4.0.\",\"published_in\":\"Universitas Muria Kudus\",\"year\":\"2020-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/d092f44d474d410fb21ac8c7e4e11743\",\"readers\":0,\"subject_orig\":\"Education; L; Education (General); L7-991\",\"subject\":\"Education; L\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Human populations; Human population; Populations, Human; Population growth; Population\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Human populations; Human population; Populations, Human; Population growth; Population\",\"oa_state\":2,\"link\":\"\",\"relevance\":47,\"cluster_labels\":\"Industrial world, Inovasi guru, Soft skills dan\",\"x\":\"-0.0599824777434644\",\"y\":\"0.0562180573053772\",\"area_uri\":11,\"area\":\"Industrial world, Inovasi guru, Soft skills dan\"},{\"id\":\"oai:doaj.org\\/article:d10125d3b7d3481f903a0e0a541049db\",\"title\":\"Specifics of soft skills development of IT-students by the means of educational scrum projects\",\"title_en\":\"Specifics of soft skills development of IT-students by the means of educational scrum projects\",\"authors\":\"Oleksandr Gura\",\"paper_abstract\":\"The article raises a problem of finding relevant and effective methods for the development of soft skills of future specialists in the area of informational technologies. As the starting point of the research the author defines a project work during which an independence and skills of solving problems in the subsequent professional activities are formed. The first section of the work examines the essence of soft skills and provides their classification. The author also highlights the most significant soft skills of an IT employee, including creativity, conflict management, critical thinking, presentation, leadership, communicative skills, flexibility, and gives a brief description of each of them. In the next section the author examines both monolith and agile types of software development methodologies, used in modern IT companies, making an accent on how the soft skills of professionals are implemented in the process of work. Particular attention is paid to the Scrum methodology, which is considered as the best polygon of development of non-technical skills of a specialist. The article also contains a description of the processes and project roles in Scrum. The last section of the work contains a detailed analysis of the use of soft skills at each stage of the Scrum methodology, confirming the effectiveness of it as a form of developing the soft skills of future IT specialists\",\"paper_abstract_en\":\"The article raises a problem of finding relevant and effective methods for the development of soft skills of future specialists in the area of informational technologies. As the starting point of the research the author defines a project work during which an independence and skills of solving problems in the subsequent professional activities are formed. The first section of the work examines the essence of soft skills and provides their classification. The author also highlights the most significant soft skills of an IT employee, including creativity, conflict management, critical thinking, presentation, leadership, communicative skills, flexibility, and gives a brief description of each of them. In the next section the author examines both monolith and agile types of software development methodologies, used in modern IT companies, making an accent on how the soft skills of professionals are implemented in the process of work. Particular attention is paid to the Scrum methodology, which is considered as the best polygon of development of non-technical skills of a specialist. The article also contains a description of the processes and project roles in Scrum. The last section of the work contains a detailed analysis of the use of soft skills at each stage of the Scrum methodology, confirming the effectiveness of it as a form of developing the soft skills of future IT specialists\",\"published_in\":\"PC Technology Center\",\"year\":\"2019-08-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/d10125d3b7d3481f903a0e0a541049db\",\"readers\":0,\"subject_orig\":\"scrum; soft skills; software development; student of it specialty; methodology of development; Education; L\",\"subject\":\"scrum; soft skills; software development; student of it specialty; methodology of development; Education; L\",\"concepts\":\"Attention; Flow (Psychology); Concentration (Psychology); Drama; Dramas; Dramatic works; Playscripts; Plays; Drama--Philosophy; Stage; Drama, Modern; Independence; Self-government; Autonomy; Mind; Thought and thinking; Thoughts; Thinking; Theatre; Dramatics; Professional theater; Histrionics; Stage; Theater\",\"concepts_en\":\"Attention; Flow (Psychology); Concentration (Psychology); Drama; Dramas; Dramatic works; Playscripts; Plays; Drama--Philosophy; Stage; Drama, Modern; Independence; Self-government; Autonomy; Mind; Thought and thinking; Thoughts; Thinking; Theatre; Dramatics; Professional theater; Histrionics; Stage; Theater\",\"oa_state\":2,\"link\":\"\",\"relevance\":20,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"-0.0101628632141052\",\"y\":\"-0.0403702896068389\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:e1553a1297734134a3a202293dbb4fd8\",\"title\":\"Soft Skill: Its Urgency and Development at Islamic Higher Education\",\"title_en\":\"Soft Skill: Its Urgency and Development at Islamic Higher Education\",\"authors\":\"Ahmad Sabri\",\"paper_abstract\":\"The success of a person in a career work is not only determined by his or her technical capability, but also the non-technical skills which is so called \\u2018soft-skills\\u2019.\\u00a0 It is an attitude which is exemplified among the cognitive and values in the interaction with people around. Several identified falures in the community\\u2019s life indicate that many Islamic university graduates suffered from lack of ability to build\\u00a0 harmonious relationship with the environment.\\u00a0 Therefore, it is a high time for this institution to consistently instil some types of soft-skills on the parts of the students.\\u00a0 The current study shares the urgent needs for developing students\\u2019 soft-skills for Islamic colleges and universities. The paper ends up with several conclusions while promoting some commitments to be held by the faculty development including: the identification of soft-skills that have already existed in the students\\u2019 minds and which need to be developed, the exploration of soft skills attributes for the next 5 years based on the inspiration or opinion of the stake holders and alumnaes, the setting of action plan for academic and non-cademic agendas, acting out the planned activities, as well as the sustainable blue-print of valid soft-skills. \\u00a0 Copyright \\u00a9 2014 by Al-Ta'lim All right reserved\",\"paper_abstract_en\":\"The success of a person in a career work is not only determined by his or her technical capability, but also the non-technical skills which is so called \\u2018soft-skills\\u2019.\\u00a0 It is an attitude which is exemplified among the cognitive and values in the interaction with people around. Several identified falures in the community\\u2019s life indicate that many Islamic university graduates suffered from lack of ability to build\\u00a0 harmonious relationship with the environment.\\u00a0 Therefore, it is a high time for this institution to consistently instil some types of soft-skills on the parts of the students.\\u00a0 The current study shares the urgent needs for developing students\\u2019 soft-skills for Islamic colleges and universities. The paper ends up with several conclusions while promoting some commitments to be held by the faculty development including: the identification of soft-skills that have already existed in the students\\u2019 minds and which need to be developed, the exploration of soft skills attributes for the next 5 years based on the inspiration or opinion of the stake holders and alumnaes, the setting of action plan for academic and non-cademic agendas, acting out the planned activities, as well as the sustainable blue-print of valid soft-skills. \\u00a0 Copyright \\u00a9 2014 by Al-Ta'lim All right reserved\",\"published_in\":\"State Institute of Islamic Studies Imam Bonjol Padang\",\"year\":\"2014-11-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/e1553a1297734134a3a202293dbb4fd8\",\"readers\":0,\"subject_orig\":\"soft skills, islamic higher education, hard-skills, learning strategies; Education; L; Islam. Bahai Faith. Theosophy, etc.; BP1-610\",\"subject\":\"soft skills, islamic higher education, hard-skills, learning strategies; Education; L; Islam; ; Theosophy,\",\"concepts\":\"Attitudes (Psychology); Attitude (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Setting (Literature); Place (Literature); Values; Axiology; Worth\",\"concepts_en\":\"Attitudes (Psychology); Attitude (Psychology); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Setting (Literature); Place (Literature); Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":22,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"-0.0461611884667583\",\"y\":\"0.258155610605495\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:e4b8010258ec4fecb69dadca1993bc2d\",\"title\":\"Soft skills in young people in regions\",\"title_en\":\"Soft skills in young people in regions\",\"authors\":\"Elena A. Gnatyshina; Natalia Viktorovna Uvarina; Alexey Savchenkov; Natalia Alexandrovna Pakhtusova; Natalia Yurievna Korneeva\",\"paper_abstract\":\"This article is devoted to the problem of studying soft skills in young people in regions. For this study, the authors subdivide soft skills into four categories: behavioural group, values-related group, group of needs and motives and emotional group. The empirical research, conducted in 2020 in Chelyabinsk (Russia), involved 371 young people from the Chelyabinsk region aged 17 to 30 years and older. To assess the development level of the identified groups of soft skills, the authors created a questionnaire, applied Schwartz Value Survey and used the Mann-Whitney U test for the quantitative comparison of two groups and the Kruskal-Wallis one-way analysis of variance for the quantitative comparison of three or more groups. The results of empirical research showed that the soft skills of the behavioural group and the group of needs and motives are more developed. Most of the respondents noted that they had developed communicative skills, stable behaviour, the ability for self-development and self-improvement. The authors also note that the development of soft skills increases with age among the respondents older than 30 years old.\",\"paper_abstract_en\":\"This article is devoted to the problem of studying soft skills in young people in regions. For this study, the authors subdivide soft skills into four categories: behavioural group, values-related group, group of needs and motives and emotional group. The empirical research, conducted in 2020 in Chelyabinsk (Russia), involved 371 young people from the Chelyabinsk region aged 17 to 30 years and older. To assess the development level of the identified groups of soft skills, the authors created a questionnaire, applied Schwartz Value Survey and used the Mann-Whitney U test for the quantitative comparison of two groups and the Kruskal-Wallis one-way analysis of variance for the quantitative comparison of three or more groups. The results of empirical research showed that the soft skills of the behavioural group and the group of needs and motives are more developed. Most of the respondents noted that they had developed communicative skills, stable behaviour, the ability for self-development and self-improvement. The authors also note that the development of soft skills increases with age among the respondents older than 30 years old.\",\"published_in\":\"Editorial AAR\",\"year\":\"2021-05-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/e4b8010258ec4fecb69dadca1993bc2d\",\"readers\":0,\"subject_orig\":\"Soft skills; Young people; Communicative skills; Goal-setting; Self-regulation; Education; L; Special aspects of education; LC8-6691\",\"subject\":\"Soft skills; Young people; Communicative skills; Goal-setting; Self-regulation; Education; L; Special aspects of education\",\"concepts\":\"Self-improvement; Home education; Home study courses; \\\"Teach yourself\\\" courses; Self-development; Self-education; Self-instruction; Self-directed learning; Culture, Self-; Self-culture; Value; Standard of value; Values; Axiology; Worth\",\"concepts_en\":\"Self-improvement; Home education; Home study courses; \\\"Teach yourself\\\" courses; Self-development; Self-education; Self-instruction; Self-directed learning; Culture, Self-; Self-culture; Value; Standard of value; Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":26,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.0703450567842408\",\"y\":\"-0.100333596947266\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"},{\"id\":\"oai:doaj.org\\/article:e875f51044b54fab8f7fc6c34da28339\",\"title\":\"Perangkat Pembelajaran berbasis Discovery Learning berbantuan Microsoft Excel untuk Meningkatkan Kemampuan Pemecahan Masalah Statistika dan Soft Skills Siswa SMP\",\"title_en\":\"Perangkat Pembelajaran berbasis Discovery Learning berbantuan Microsoft Excel untuk Meningkatkan Kemampuan Pemecahan Masalah Statistika dan Soft Skills Siswa SMP\",\"authors\":\"Ani Minarni; E.Elvis Napitupulu; Yaya S. Kusumah\",\"paper_abstract\":\"Penelitian ini bertujuan untuk memperoleh perangkat pembelajaran berbasis discovery learning berbantuan Microsoft Excel yang efektif dalam meningkattkan kemampuan pemecahan masalah statistika (KPMS) \\u00a0dan soft skills siswa SMP. Kriteria efektif bersandar pada teori intervensi pembelajaran yang meliputi adanya peningkatan capaian hasil belajar setelah intervensi, adanya respon positif siswa dan guru terhadap perangkat pembelajaran yang dikembangkan, keterlibatan (engagement) siswa yang tinggi dalam pembelajaran, \\u00a0serta diperoleh lebih dari 65% siswa mencapai skor 65 dari skala 100 dalam tes KPMS. Peningkatan KPMS diselidiki melalui indeks gain ternormalisasi. Peningkatan soft skills dideskripsikan dengan bersandar pada statistik deskriptik. Penelitian ini menghasilkan perangkat pembelajaran yang memiliki karakteristik efektif dalam meningkatkan KPMS dan soft skills siswa SMP sehingga siap untuk disebarluaskan. Disarankan agar guru lebih diberi kesempatan untuk mengimplementasikan perangkat pembelajaran yang dikembangkan sesuai dengan tujuan pembelajaran matematika sehingga dapat diharapkan siswa memperoleh kemampuan pemecahan masalah dan soft skills yang lebih tinggi lagi. This study aims to obtain discovery learning-based learning tools supported by Microsoft Excel that are effective in increasing statistical problem solving abilities (KPMS) and soft skills of junior high school students. Effective criteria rely on the theory of learning interventions which include an increase in learning outcomes after the intervention, positive student and teacher responses to the learning tools developed, high student engagement in learning, and obtained more than 65% of students achieving a score of 65 from a scale of 100 in the KPMS test. The increase in KPMS is investigated through a normalized gain index. Improved soft skills are described by relying on descriptive statistics. This research produces learning tools that have effective characteristics in improving problem solving skills and soft skills of junior high school students so that they are ready to be disseminated. It is recommended that teachers be given more opportunities to implement learning tools that are developed in accordance with the learning objectives of mathematics so that students can expect to get higher problem solving skills and soft skills.\",\"paper_abstract_en\":\"Penelitian ini bertujuan untuk memperoleh perangkat pembelajaran berbasis discovery learning berbantuan Microsoft Excel yang efektif dalam meningkattkan kemampuan pemecahan masalah statistika (KPMS) \\u00a0dan soft skills siswa SMP. Kriteria efektif bersandar pada teori intervensi pembelajaran yang meliputi adanya peningkatan capaian hasil belajar setelah intervensi, adanya respon positif siswa dan guru terhadap perangkat pembelajaran yang dikembangkan, keterlibatan (engagement) siswa yang tinggi dalam pembelajaran, \\u00a0serta diperoleh lebih dari 65% siswa mencapai skor 65 dari skala 100 dalam tes KPMS. Peningkatan KPMS diselidiki melalui indeks gain ternormalisasi. Peningkatan soft skills dideskripsikan dengan bersandar pada statistik deskriptik. Penelitian ini menghasilkan perangkat pembelajaran yang memiliki karakteristik efektif dalam meningkatkan KPMS dan soft skills siswa SMP sehingga siap untuk disebarluaskan. Disarankan agar guru lebih diberi kesempatan untuk mengimplementasikan perangkat pembelajaran yang dikembangkan sesuai dengan tujuan pembelajaran matematika sehingga dapat diharapkan siswa memperoleh kemampuan pemecahan masalah dan soft skills yang lebih tinggi lagi. This study aims to obtain discovery learning-based learning tools supported by Microsoft Excel that are effective in increasing statistical problem solving abilities (KPMS) and soft skills of junior high school students. Effective criteria rely on the theory of learning interventions which include an increase in learning outcomes after the intervention, positive student and teacher responses to the learning tools developed, high student engagement in learning, and obtained more than 65% of students achieving a score of 65 from a scale of 100 in the KPMS test. The increase in KPMS is investigated through a normalized gain index. Improved soft skills are described by relying on descriptive statistics. This research produces learning tools that have effective characteristics in improving problem solving skills and soft skills of junior high school students so that they are ready to be disseminated. It is recommended that teachers be given more opportunities to implement learning tools that are developed in accordance with the learning objectives of mathematics so that students can expect to get higher problem solving skills and soft skills.\",\"published_in\":\"Universitas Negeri Semarang\",\"year\":\"2020-05-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/e875f51044b54fab8f7fc6c34da28339\",\"readers\":0,\"subject_orig\":\"development research; discovery learning; problem solving; soft skills; Education; L; Mathematics; QA1-939\",\"subject\":\"development research; discovery learning; problem solving; soft skills; Education; L; Mathematics\",\"concepts\":\"Learning; Learning process; Problem solving\",\"concepts_en\":\"Learning; Learning process; Problem solving\",\"oa_state\":2,\"link\":\"\",\"relevance\":29,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.232507672593894\",\"y\":\"-0.0797776691518741\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:e8f3a96ccfb242b292efe17599e8ed1a\",\"title\":\"TOWARDS SHAPING PUPILS\\u2019 SOFT-SKILLS: THE ISLAMIC TEACHING AT A BILINGUAL SCHOOL IN BANDA ACEH\",\"title_en\":\"TOWARDS SHAPING PUPILS\\u2019 SOFT-SKILLS: THE ISLAMIC TEACHING AT A BILINGUAL SCHOOL IN BANDA ACEH\",\"authors\":\"Emawati Emawati; Rahmatun Nisa; Teuku Zulfikar\",\"paper_abstract\":\"The Indonesian educational system should guarantee that educational institutions in all levels not only train their students\\u2019 cognitive ability but also develop their affective domain. This important domain can be developed through various strategies, one of which is through shaping students\\u2019 soft-skills. This classroom research was conducted to identify strategies implemented by a particular bilingual school in Banda Aceh, in its attempt to develop students\\u2019 soft-skills. Having interviewed four teachers and the school principal, observed classroom, and analyzed documents, such as learning module and syllabus, we found that the teachers use various strategies in developing students\\u2019 soft-skills, one of which is through inviting students to participate in learning process and to engage in outdoor activities; promoting democratic dialogues; showing empathy and appreciation, and also presenting good examples are seen as important strategies to develop soft-skills.\",\"paper_abstract_en\":\"The Indonesian educational system should guarantee that educational institutions in all levels not only train their students\\u2019 cognitive ability but also develop their affective domain. This important domain can be developed through various strategies, one of which is through shaping students\\u2019 soft-skills. This classroom research was conducted to identify strategies implemented by a particular bilingual school in Banda Aceh, in its attempt to develop students\\u2019 soft-skills. Having interviewed four teachers and the school principal, observed classroom, and analyzed documents, such as learning module and syllabus, we found that the teachers use various strategies in developing students\\u2019 soft-skills, one of which is through inviting students to participate in learning process and to engage in outdoor activities; promoting democratic dialogues; showing empathy and appreciation, and also presenting good examples are seen as important strategies to develop soft-skills.\",\"published_in\":\"Universitas Islam Negeri Ar-Raniry\",\"year\":\"2020-02-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/e8f3a96ccfb242b292efe17599e8ed1a\",\"readers\":0,\"subject_orig\":\"islamic teaching, soft-skill; early childhood education; teachers\\u2019 competencies.; Education; L; Education (General); L7-991\",\"subject\":\"islamic teaching, soft-skill; early childhood education; teachers\\u2019; Education; L\",\"concepts\":\"Affective education; Affective domain; Affective learning; Diplomatics; Documents; Learning; Learning process\",\"concepts_en\":\"Affective education; Affective domain; Affective learning; Diplomatics; Documents; Learning; Learning process\",\"oa_state\":2,\"link\":\"\",\"relevance\":42,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"0.214223032378384\",\"y\":\"0.39419788514042\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:e9044895842140cbac3ac4dfa7997830\",\"title\":\"Management Students\\u2019 \\\"Soft Skills\\\" in Foreign Language Training at Technical University\",\"title_en\":\"Management Students\\u2019 \\\"Soft Skills\\\" in Foreign Language Training at Technical University\",\"authors\":\"Zueva Irina\",\"paper_abstract\":\"The article discusses the need for the bachelor students\\u2019 soft skills development in technical universities. The main objective of our research is the identification of the conceptual model \\\"soft skills\\\" opportunities in technical students training. Moreover, the demand of these skills in modern labor market is accented. The term \\\"soft skills\\\" is one of new tracks of the dynamically changing world. The article includes the content - analysis of the word \\u00absoft skills\\u00bb providing the integrity of the term perception and its contents, applicability level in communication, and also some ways of the students' soft skills development in their foreign language practical training.\",\"paper_abstract_en\":\"The article discusses the need for the bachelor students\\u2019 soft skills development in technical universities. The main objective of our research is the identification of the conceptual model \\\"soft skills\\\" opportunities in technical students training. Moreover, the demand of these skills in modern labor market is accented. The term \\\"soft skills\\\" is one of new tracks of the dynamically changing world. The article includes the content - analysis of the word \\u00absoft skills\\u00bb providing the integrity of the term perception and its contents, applicability level in communication, and also some ways of the students' soft skills development in their foreign language practical training.\",\"published_in\":\"EDP Sciences\",\"year\":\"2019-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/e9044895842140cbac3ac4dfa7997830\",\"readers\":0,\"subject_orig\":\"Social Sciences; H\",\"subject\":\"Social Sciences; H\",\"concepts\":\"Language and languages; Foreign languages; Languages; Mass communication; Communication, Primitive; Communication\",\"concepts_en\":\"Language and languages; Foreign languages; Languages; Mass communication; Communication, Primitive; Communication\",\"oa_state\":2,\"link\":\"https:\\/\\/www.shs-conferences.org\\/articles\\/shsconf\\/pdf\\/2019\\/10\\/shsconf_cildiah2019_00144.pdf\",\"relevance\":4,\"cluster_labels\":\"Soft skills development, EFL classroom, English language\",\"x\":\"0.0164257445787138\",\"y\":\"-0.0301510926305209\",\"area_uri\":3,\"area\":\"Soft skills development, EFL classroom, English language\"},{\"id\":\"oai:doaj.org\\/article:f2bdbc915668454b9d14044b268bb064\",\"title\":\"Virtual worlds and virtual reality. An analysis in the healthcare education\",\"title_en\":\"Virtual worlds and virtual reality. An analysis in the healthcare education\",\"authors\":\"Claudio Pensieri; Alessandra La Marca\",\"paper_abstract\":\"In the last six years Virtual Reality (VR) and Virtual Environment (VE) became more technologically advanced and accessible being cheaper. In Healthcare, VR is mainly used for students training, professionals training (simulators); rehabilitation\\/therapy; treatment\\/diagnosis and pain management. In this review we analyzed 2,252 articles published between 2012 and 2019 on PubMed and we organized them in sections: simulation for students; simulation for residents\\/novice; advanced simulation for professionals; application in the medical\\/dental\\/nursing field (soft skills); review and meta-analysis on simulations or VR and planning of presurgical\\/surgical or diagnostic cases. We have found that the greater use of VR is about: students\\/residents training and professionals skills improvement. A small part of VR is used to teach soft skills. This analysis demonstrates the versatility of these instruments. \\u00a0 Mondi virtuali e realt\\u00e0 virtuale. Un\\u2019analisi del fenomeno nella formazione sanitaria Negli ultimi sei anni la realt\\u00e0 virtuale (VR) e i mondi virtuali (VE) sono diventati sempre pi\\u00f9 tecnologicamente avanzati e molto pi\\u00f9 accessibili per quel che riguarda l\\u2019accesso economico. In sanit\\u00e0 essi vengono utilizzati principalmente per cinque scopi: formazione degli studenti; formazione dei professionisti (simulatori); riabilitazione\\/terapia; cura\\/diagnosi e gestione del dolore. In questa review abbiamo analizzato 2.252 articoli pubblicati tra il 2012 e il 2019 su PubMed ed abbiamo organizzato gli articoli nelle aree simulazione per studenti; simulazione per specializzandi; simulazione avanzata per professionisti; applicazioni nei campi medico\\/dentale\\/infermieristico (soft skills); review e meta-analisi sulle simulazioni o VR e la pianificazione di casi pre-chirurgici\\/chirurgici o diagnostici. L\\u2019utilizzo maggiore riguarda la formazione degli studenti\\/specializzandi ed il miglioramento delle abilit\\u00e0 dei professionisti. Una piccola parte della VR si sta dedicando anche all\\u2019insegnamento delle soft skills. Questa analisi dimostra la versatilit\\u00e0 di tali strumenti che potrebbero ben essere utilizzati in altre discipline universitarie.\",\"paper_abstract_en\":\"In the last six years Virtual Reality (VR) and Virtual Environment (VE) became more technologically advanced and accessible being cheaper. In Healthcare, VR is mainly used for students training, professionals training (simulators); rehabilitation\\/therapy; treatment\\/diagnosis and pain management. In this review we analyzed 2,252 articles published between 2012 and 2019 on PubMed and we organized them in sections: simulation for students; simulation for residents\\/novice; advanced simulation for professionals; application in the medical\\/dental\\/nursing field (soft skills); review and meta-analysis on simulations or VR and planning of presurgical\\/surgical or diagnostic cases. We have found that the greater use of VR is about: students\\/residents training and professionals skills improvement. A small part of VR is used to teach soft skills. This analysis demonstrates the versatility of these instruments. \\u00a0 Mondi virtuali e realt\\u00e0 virtuale. Un\\u2019analisi del fenomeno nella formazione sanitaria Negli ultimi sei anni la realt\\u00e0 virtuale (VR) e i mondi virtuali (VE) sono diventati sempre pi\\u00f9 tecnologicamente avanzati e molto pi\\u00f9 accessibili per quel che riguarda l\\u2019accesso economico. In sanit\\u00e0 essi vengono utilizzati principalmente per cinque scopi: formazione degli studenti; formazione dei professionisti (simulatori); riabilitazione\\/terapia; cura\\/diagnosi e gestione del dolore. In questa review abbiamo analizzato 2.252 articoli pubblicati tra il 2012 e il 2019 su PubMed ed abbiamo organizzato gli articoli nelle aree simulazione per studenti; simulazione per specializzandi; simulazione avanzata per professionisti; applicazioni nei campi medico\\/dentale\\/infermieristico (soft skills); review e meta-analisi sulle simulazioni o VR e la pianificazione di casi pre-chirurgici\\/chirurgici o diagnostici. L\\u2019utilizzo maggiore riguarda la formazione degli studenti\\/specializzandi ed il miglioramento delle abilit\\u00e0 dei professionisti. Una piccola parte della VR si sta dedicando anche all\\u2019insegnamento delle soft skills. Questa analisi dimostra la versatilit\\u00e0 di tali strumenti che potrebbero ben essere utilizzati in altre discipline universitarie.\",\"published_in\":\"Firenze University Press\",\"year\":\"2019-04-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/f2bdbc915668454b9d14044b268bb064\",\"readers\":0,\"subject_orig\":\"virtual reality; virtual environment; simulators; medical education; soft\\/hard skills; realt\\u00e0 virtuale; Education; L\",\"subject\":\"virtual reality; virtual environment; simulators; medical education; soft\\/hard skills; realt\\u00e0 virtuale; Education; L\",\"concepts\":\"Appearance (Philosophy); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Reality\",\"concepts_en\":\"Appearance (Philosophy); Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Reality\",\"oa_state\":2,\"link\":\"\",\"relevance\":90,\"cluster_labels\":\"Higher education, Business game, Formative assessment\",\"x\":\"-0.137274761191189\",\"y\":\"0.30894824921475\",\"area_uri\":7,\"area\":\"Higher education, Business game, Formative assessment\"},{\"id\":\"oai:doaj.org\\/article:f7a0b3817edf4fc59b64764b6ca38107\",\"title\":\"Challenges in the Integration of Soft Skills in Teaching Technical Courses: Lecturers\\u2019 Perspectives\",\"title_en\":\"Challenges in the Integration of Soft Skills in Teaching Technical Courses: Lecturers\\u2019 Perspectives\",\"authors\":\"Hairuzila Idrus; Hazadiah Mohd. Dahan; Normah Abdullah\",\"paper_abstract\":\"In order to transform Malaysia into a fully developed nation, institutions of higher education need to play a vital role in generating the necessary human capital with a first-class mentality. The Ministry of Higher Education has taken some steps to ensure that soft skills be addressed in the curriculum because they are among the essential skills needed by graduates in order to be employable in this global era. The issue of unemployment among graduates is associated with the notion that graduates have not adequately acquired employability skills and soft skills during their studies at university. In Malaysia, many employers have often complained that most Malaysian graduates lack the necessary soft skills vital for work. This has aroused concern among many parties which has led to the development of the Framework on Incorporating Soft Skills in Teaching and Learning in Malaysian Higher Education Institutions. It is one of the efforts undertaken to enhance the employability of university graduates through the inculcation of soft skills in higher education. Malaysian universities have to produce students of certain attributes to make them relevant in the job market. Consequently, it is the job of the educators to assist the students to acquire the skills. For technically based occupations like engineering, soft skills are also very important for the application of technical knowledge at work. Engineering is one of the fields that is important for the development of the country. Thus, this study focuses on engineering students. This paper discusses the challenges faced by the lecturers at a private university in trying to integrate soft skills in their teaching of technical courses. Data derived from open ended questions and an interview was then analyzed according to three main themes which are students\\u2019 attitude in the classroom, limited time to cover syllabus and large number of students in the classroom. Pedagogical implications of the findings are discussed.\",\"paper_abstract_en\":\"In order to transform Malaysia into a fully developed nation, institutions of higher education need to play a vital role in generating the necessary human capital with a first-class mentality. The Ministry of Higher Education has taken some steps to ensure that soft skills be addressed in the curriculum because they are among the essential skills needed by graduates in order to be employable in this global era. The issue of unemployment among graduates is associated with the notion that graduates have not adequately acquired employability skills and soft skills during their studies at university. In Malaysia, many employers have often complained that most Malaysian graduates lack the necessary soft skills vital for work. This has aroused concern among many parties which has led to the development of the Framework on Incorporating Soft Skills in Teaching and Learning in Malaysian Higher Education Institutions. It is one of the efforts undertaken to enhance the employability of university graduates through the inculcation of soft skills in higher education. Malaysian universities have to produce students of certain attributes to make them relevant in the job market. Consequently, it is the job of the educators to assist the students to acquire the skills. For technically based occupations like engineering, soft skills are also very important for the application of technical knowledge at work. Engineering is one of the fields that is important for the development of the country. Thus, this study focuses on engineering students. This paper discusses the challenges faced by the lecturers at a private university in trying to integrate soft skills in their teaching of technical courses. Data derived from open ended questions and an interview was then analyzed according to three main themes which are students\\u2019 attitude in the classroom, limited time to cover syllabus and large number of students in the classroom. Pedagogical implications of the findings are discussed.\",\"published_in\":\"UiTM Publisher\",\"year\":\"2009-12-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/f7a0b3817edf4fc59b64764b6ca38107\",\"readers\":0,\"subject_orig\":\"higher education; soft skills; graduate; employment; Education; L; Education (General); L7-991\",\"subject\":\"higher education; soft skills; graduate; employment; Education; L\",\"concepts\":\"Attitudes (Psychology); Attitude (Psychology); Capital; Capital assets; Fixed assets; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Number concept\",\"concepts_en\":\"Attitudes (Psychology); Attitude (Psychology); Capital; Capital assets; Fixed assets; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Number concept\",\"oa_state\":2,\"link\":\"https:\\/\\/www.rmc.uitm.edu.my\\/images\\/stories\\/AJUE\\/vol5-no2\\/4.pdf\",\"relevance\":28,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.0185850469022778\",\"y\":\"0.046152946017882\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:f9154567c6d34ec5b4268ca2476db168\",\"title\":\"PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS TERPADU DALAM PEMBELAJARAN PENJASORKES PADA SEKOLAH MENENGAH PERTAMA\",\"title_en\":\"PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS TERPADU DALAM PEMBELAJARAN PENJASORKES PADA SEKOLAH MENENGAH PERTAMA\",\"authors\":\"Lilik Indriharta; S. Suharjana; M. Marzuki\",\"paper_abstract\":\"Tujuan penelitian ini adalah untuk: (1) mengembangkan model pembelajaran soft skills terpadu, (2) menganalisis keberhasilan pelaksanaan pembelajaran soft skills terpadu, dan (3) me-nganalisis dampak penerapan model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama terhadap siswa. Penelitian ini merupakan penelitian pengembangan (Research & Development). Subjek uji coba dalam penelitian ini adalah kelas VII pada 4 SMP Negeri di Kota Yoyakarta. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) Tahap pengembangan model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes adalah tahap pendahuluan, pengembangan, dan evaluasi dengam hasil perangkat model berupa buku panduan, perangkat penilaian, dan instrumen pengembangan model pembelajaran. (2) Model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes menunjukkan tingkat keterlaksanaan yang tergolong sangat baik, memenuhi kriteria valid, sangat efektif, dan sangat praktis. (3) Model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama mampu mengembangkan soft skills siswa.Kata kunci: model pembelajaran soft skills terpadu, pembelajaran pendidikan jasmani, olahraga, dan kesehatan, sekolah menengah pertama \\u00a0 DEVELOPING INTEGRATED SOFT SKILLS LEARNING MODEL IN PHYSICAL EDUCATION, SPORT, HEALTH, AND RECREATION INSTRUCTION IN JUNIOR HIGH SCHOOL Abstract This research is aimed at: (1) developing integrated soft skills learning model, (2) analyzing the success of integrated soft skills learning model implementation, and (3) analyzing the impact of the implementation of integrated soft skills learning model in physical education, sport, health, and recreation instruction on the students of junior high school. The research was a research adn development (R & D). The subject of the research was students of grade VII in four junior high schools in Yogyakarta Municipality. Data analysis was conducted using qualitative and quantitative descriptive method. The result of the research shows that: (1) The stages of developing integrated soft skills learning model in physical education, sport, health, and recreation instruction include the stages of introduction, development, and evaluation which results model set in the form of handbook, assessment set, and instrument of learning model development. (2) Integrated soft skills learning model in physical education, sport, health, and recreation instruction reveals a very good level of implementation, fulfills the \\u2018valid\\u2019 citerion, is very effective and also practical. (3) Integrated soft skills learning model in physical education, sport, health, and recreation instruction in junior high school is capable to develop students\\u2019 soft skills. Keywords: integrated soft skills learning model; physical education, sport, health, and recreation instruction; junior high school\",\"paper_abstract_en\":\"Tujuan penelitian ini adalah untuk: (1) mengembangkan model pembelajaran soft skills terpadu, (2) menganalisis keberhasilan pelaksanaan pembelajaran soft skills terpadu, dan (3) me-nganalisis dampak penerapan model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama terhadap siswa. Penelitian ini merupakan penelitian pengembangan (Research & Development). Subjek uji coba dalam penelitian ini adalah kelas VII pada 4 SMP Negeri di Kota Yoyakarta. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) Tahap pengembangan model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes adalah tahap pendahuluan, pengembangan, dan evaluasi dengam hasil perangkat model berupa buku panduan, perangkat penilaian, dan instrumen pengembangan model pembelajaran. (2) Model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes menunjukkan tingkat keterlaksanaan yang tergolong sangat baik, memenuhi kriteria valid, sangat efektif, dan sangat praktis. (3) Model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama mampu mengembangkan soft skills siswa.Kata kunci: model pembelajaran soft skills terpadu, pembelajaran pendidikan jasmani, olahraga, dan kesehatan, sekolah menengah pertama \\u00a0 DEVELOPING INTEGRATED SOFT SKILLS LEARNING MODEL IN PHYSICAL EDUCATION, SPORT, HEALTH, AND RECREATION INSTRUCTION IN JUNIOR HIGH SCHOOL Abstract This research is aimed at: (1) developing integrated soft skills learning model, (2) analyzing the success of integrated soft skills learning model implementation, and (3) analyzing the impact of the implementation of integrated soft skills learning model in physical education, sport, health, and recreation instruction on the students of junior high school. The research was a research adn development (R & D). The subject of the research was students of grade VII in four junior high schools in Yogyakarta Municipality. Data analysis was conducted using qualitative and quantitative descriptive method. The result of the research shows that: (1) The stages of developing integrated soft skills learning model in physical education, sport, health, and recreation instruction include the stages of introduction, development, and evaluation which results model set in the form of handbook, assessment set, and instrument of learning model development. (2) Integrated soft skills learning model in physical education, sport, health, and recreation instruction reveals a very good level of implementation, fulfills the \\u2018valid\\u2019 citerion, is very effective and also practical. (3) Integrated soft skills learning model in physical education, sport, health, and recreation instruction in junior high school is capable to develop students\\u2019 soft skills. Keywords: integrated soft skills learning model; physical education, sport, health, and recreation instruction; junior high school\",\"published_in\":\"Universitas Negeri Yogyakarta\",\"year\":\"2017-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/f9154567c6d34ec5b4268ca2476db168\",\"readers\":0,\"subject_orig\":\"Education; L; Theory and practice of education; LB5-3640\",\"subject\":\"Education; L; Theory and practice of education\",\"concepts\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Physical education and training; Training, Physical; Sports training; Physical training; Phy ed; Sports--Training; Phys ed; Education, Physical; Athletic training; P.E; (Physical education); PE (Physical education); Physical culture; Subject (Philosophy)\",\"concepts_en\":\"Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Physical education and training; Training, Physical; Sports training; Physical training; Phy ed; Sports--Training; Phys ed; Education, Physical; Athletic training; P.E; (Physical education); PE (Physical education); Physical culture; Subject (Philosophy)\",\"oa_state\":2,\"link\":\"\",\"relevance\":3,\"cluster_labels\":\"Higher education, Graduate, Competences in STEM\",\"x\":\"0.11426998606008\",\"y\":\"0.0217446832560145\",\"area_uri\":4,\"area\":\"Higher education, Graduate, Competences in STEM\"},{\"id\":\"oai:doaj.org\\/article:f9b29949ed9545cc9fb822677e8dcb66\",\"title\":\"Curriculum Characteristics of Madrasah Aliyah in East Kalimantan\",\"title_en\":\"Curriculum Characteristics of Madrasah Aliyah in East Kalimantan\",\"authors\":\"Muhammad Nasir\",\"paper_abstract\":\"This research is aimed to investigate characteristics of curriculum used by Madrasah Aliyah in Samarinda, East Kalimantan. Specifically, document analysis and interview were used to capture the characteristics of curriculum particularly in terms of its structure and development procedures. This research was done in four different Madrasah Aliyah in Samarinda i.e. Madrasah Aliyah (MAN) 2, Madrasah Aliyah (MA) Darul Ihsan, Madrasah Aliyah (MA) Al-Mujahidin, and Madrasah Aliyah (MA) An-Nur. The findings in this research indicate that all Madrasah Aliyah researched in this study have conducted suitable curriculum implementation which is in accordance with Indonesian Educational National Standards that include four aspects i.e. 1) subject course which is divided into compulsory and elective courses; b) local course which include local course programs and values; c) soft skills which contain enforcement of students\\u2019 interest such as in the area of language study, arts, sports, and theology; and d) life skills which comprise scouting program and special skills. In addition, the structure of curriculum of all Madrasah Aliyah in this study already contained the main objective of a proper curriculum including course subject, local course, soft skills, life skills, decent spiritual and social behaviors, and special skills. Finally, the future implication is provided in discussion part of the research.\",\"paper_abstract_en\":\"This research is aimed to investigate characteristics of curriculum used by Madrasah Aliyah in Samarinda, East Kalimantan. Specifically, document analysis and interview were used to capture the characteristics of curriculum particularly in terms of its structure and development procedures. This research was done in four different Madrasah Aliyah in Samarinda i.e. Madrasah Aliyah (MAN) 2, Madrasah Aliyah (MA) Darul Ihsan, Madrasah Aliyah (MA) Al-Mujahidin, and Madrasah Aliyah (MA) An-Nur. The findings in this research indicate that all Madrasah Aliyah researched in this study have conducted suitable curriculum implementation which is in accordance with Indonesian Educational National Standards that include four aspects i.e. 1) subject course which is divided into compulsory and elective courses; b) local course which include local course programs and values; c) soft skills which contain enforcement of students\\u2019 interest such as in the area of language study, arts, sports, and theology; and d) life skills which comprise scouting program and special skills. In addition, the structure of curriculum of all Madrasah Aliyah in this study already contained the main objective of a proper curriculum including course subject, local course, soft skills, life skills, decent spiritual and social behaviors, and special skills. Finally, the future implication is provided in discussion part of the research.\",\"published_in\":\"Institut Agama Islam Negeri (IAIN) Samarinda\",\"year\":\"2020-06-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/f9b29949ed9545cc9fb822677e8dcb66\",\"readers\":0,\"subject_orig\":\"curriculum characteristics, curriculum development, curriculum structure; Education; L; Special aspects of education; LC8-6691\",\"subject\":\"curriculum characteristics, curriculum development, curriculum structure; Education; L; Special aspects of education\",\"concepts\":\"Arts, Occidental; Fine arts; Arts, Fine; Arts; Arts, Western; Language and languages; Foreign languages; Languages; Subject (Philosophy); Values; Axiology; Worth\",\"concepts_en\":\"Arts, Occidental; Fine arts; Arts, Fine; Arts; Arts, Western; Language and languages; Foreign languages; Languages; Subject (Philosophy); Values; Axiology; Worth\",\"oa_state\":2,\"link\":\"\",\"relevance\":102,\"cluster_labels\":\"Sebagai BEKAL kewirausahaan, Characteristics of Madrasah, C\\u0153ur du portefeuille\",\"x\":\"-0.330040029138503\",\"y\":\"-0.116783755696506\",\"area_uri\":9,\"area\":\"Sebagai BEKAL kewirausahaan, Characteristics of Madrasah, C\\u0153ur du portefeuille\"},{\"id\":\"oai:doaj.org\\/article:f9b43152b6ac4c3eacf55920841341bf\",\"title\":\"Kontribusi Kualifikasi Guru dan Sarana Prasarana terhadap Kegiatan Pembelajaran dan On the Job Training Serta Dampaknya pada Soft Skill Siswa Kelas Industri\",\"title_en\":\"Kontribusi Kualifikasi Guru dan Sarana Prasarana terhadap Kegiatan Pembelajaran dan On the Job Training Serta Dampaknya pada Soft Skill Siswa Kelas Industri\",\"authors\":\"Syaiful Efendi; Ahmad Dardiri; Agus Hery S. Irianti\",\"paper_abstract\":\"Abstract: Penelitian ini bertujuan untuk mengetahui kontribusi antara kualifikasi guru dan sarana prasarana terhadap kegiatan pembelajaran, pengaruhnya terhadap on the job training siswa dan soft skill siswa, dan OJT siswa terhadap soft skill siswa kelas industri di SMK Jawa Timur. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode survei dengan rancangan penelitian korelasional yang dikembangkan dengan model struktural. Sampel yang digunakan sebanyak 203 guru yang mengajar di kelas industri TBSM di 19 SMK Jawa Timur. Pengumpulan data di angket. Data dianalisis deskriptif dan structrual equation modeling. Hasil penelitian menunjukkan bahwa (1) ada kontribusi yang signifikan antara kualifikasi guru terhadap kegiatan pembelajaran kelas industri; (2) ada kontribusi yang signifikan antara sarana prasarana terhadap kegiatan pembelajaran kelas industri; (3) ada kontribusi yang signifikan antara kegiatan pembelajaran terhadap OJT siswa kelas industri; (4) ada kontribusi yang siginifikan antara kegiatan pembelajaran terhadap soft skill siswa kelas industri; (5) ada kontribusi yang signifikan antara OJT terhadap soft skill siswa kelas industri di SMK Jawa Timur. Abstrak: This study aims to determine the contribution between teacher qualifications and infrastructure on learning activities, their influence on students 'on the job training and soft skills, and OJT students on industrial soft students' skills in East Java Vocational Schools. The research approach used is quantitative with survey methods with correlational research designs developed with structural models. The sample used was 203 teachers who taught in the TBSM industrial class in 19 East Java Vocational Educaion. Data collection in questionnaires. Data were analyzed descriptively and structural equation modeling. The results of the study show that (1) there is a significant contribution between teacher qualifications to industrial class learning activities; (2) there is a significant contribution between infrastructure facilities for industrial class learning activities; (3) there is a significant contribution between learning activities towards OJT industrial class students; (4) there is a significant contribution between learning activities on soft skills of industrial students; (5) there is a significant contribution between OJT on industrial soft skills of students in East Java Vocational Education.\",\"paper_abstract_en\":\"Abstract: Penelitian ini bertujuan untuk mengetahui kontribusi antara kualifikasi guru dan sarana prasarana terhadap kegiatan pembelajaran, pengaruhnya terhadap on the job training siswa dan soft skill siswa, dan OJT siswa terhadap soft skill siswa kelas industri di SMK Jawa Timur. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode survei dengan rancangan penelitian korelasional yang dikembangkan dengan model struktural. Sampel yang digunakan sebanyak 203 guru yang mengajar di kelas industri TBSM di 19 SMK Jawa Timur. Pengumpulan data di angket. Data dianalisis deskriptif dan structrual equation modeling. Hasil penelitian menunjukkan bahwa (1) ada kontribusi yang signifikan antara kualifikasi guru terhadap kegiatan pembelajaran kelas industri; (2) ada kontribusi yang signifikan antara sarana prasarana terhadap kegiatan pembelajaran kelas industri; (3) ada kontribusi yang signifikan antara kegiatan pembelajaran terhadap OJT siswa kelas industri; (4) ada kontribusi yang siginifikan antara kegiatan pembelajaran terhadap soft skill siswa kelas industri; (5) ada kontribusi yang signifikan antara OJT terhadap soft skill siswa kelas industri di SMK Jawa Timur. Abstrak: This study aims to determine the contribution between teacher qualifications and infrastructure on learning activities, their influence on students 'on the job training and soft skills, and OJT students on industrial soft students' skills in East Java Vocational Schools. The research approach used is quantitative with survey methods with correlational research designs developed with structural models. The sample used was 203 teachers who taught in the TBSM industrial class in 19 East Java Vocational Educaion. Data collection in questionnaires. Data were analyzed descriptively and structural equation modeling. The results of the study show that (1) there is a significant contribution between teacher qualifications to industrial class learning activities; (2) there is a significant contribution between infrastructure facilities for industrial class learning activities; (3) there is a significant contribution between learning activities towards OJT industrial class students; (4) there is a significant contribution between learning activities on soft skills of industrial students; (5) there is a significant contribution between OJT on industrial soft skills of students in East Java Vocational Education.\",\"published_in\":\"Pascasarjana Universitas Negeri Malang\",\"year\":\"2019-10-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/f9b43152b6ac4c3eacf55920841341bf\",\"readers\":0,\"subject_orig\":\"teacher qualifications; infrastructure; industrial class; kualifikasi guru; sarana prasarana; kelas industri; Education; L; Education (General); L7-991\",\"subject\":\"teacher qualifications; infrastructure; industrial class; kualifikasi guru; sarana prasarana; kelas industri; Education; L\",\"concepts\":\"Learning; Learning process; Vocational training; Manpower training programs; Job training; Occupational training; Manpower development and training; Vocational training; Work experience; Education, Vocational; Vocational education\",\"concepts_en\":\"Learning; Learning process; Vocational training; Manpower training programs; Job training; Occupational training; Manpower development and training; Vocational training; Work experience; Education, Vocational; Vocational education\",\"oa_state\":2,\"link\":\"\",\"relevance\":73,\"cluster_labels\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\",\"x\":\"0.302329313403387\",\"y\":\"-0.0659290695694038\",\"area_uri\":2,\"area\":\"Untuk meningkatkan, Model pembelajaran, Perangkat pembelajaran berbasis\"},{\"id\":\"oai:doaj.org\\/article:fca9e0da37a34f9d9b1e3492af0ad770\",\"title\":\"Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia\",\"title_en\":\"Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia\",\"authors\":\"Nurul Huda SA*; Suyanto; Ahmad Arifi; Himawan Putranta; Amiroh Nichayatun Munir Azizah\",\"paper_abstract\":\"Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.\",\"paper_abstract_en\":\"Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.\",\"published_in\":\"RU Publications\",\"year\":\"2021-01-01\",\"url\":\"https:\\/\\/doaj.org\\/article\\/fca9e0da37a34f9d9b1e3492af0ad770\",\"readers\":0,\"subject_orig\":\"hidden curriculum; integrated learning; soft skills; structured curriculum; teacher professional education.; Education; L\",\"subject\":\"hidden curriculum; integrated learning; soft skills; structured curriculum; teacher ; Education; L\",\"concepts\":\"Associations, institutions, etc.--Constitutions; Constitutions; Capital; Capital assets; Fixed assets; Cooperation; Distribution, Cooperative; Cooperative movement; Collaborative economy; Sharing economy; Cooperative distribution; Peer-to-peer economy; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Mind; Thought and thinking; Thoughts; Thinking\",\"concepts_en\":\"Associations, institutions, etc.--Constitutions; Constitutions; Capital; Capital assets; Fixed assets; Cooperation; Distribution, Cooperative; Cooperative movement; Collaborative economy; Sharing economy; Cooperative distribution; Peer-to-peer economy; Education; Pedagogy; Children--Education; Human resource development; Youth--Education; Education, Primitive; Education of children; Schooling; Instruction; Students--Education; Learning; Learning process; Mind; Thought and thinking; Thoughts; Thinking\",\"oa_state\":2,\"link\":\"\",\"relevance\":58,\"cluster_labels\":\"Technology, Soft skills development, Bibliography\",\"x\":\"0.0810584696543841\",\"y\":\"0.189033534900269\",\"area_uri\":5,\"area\":\"Technology, Soft skills development, Bibliography\"}]" +} diff --git a/examples/project_website/base.html b/examples/templates/base.html similarity index 72% rename from examples/project_website/base.html rename to examples/templates/base.html index e5f16b5f8..1926efeea 100644 --- a/examples/project_website/base.html +++ b/examples/templates/base.html @@ -1,12 +1,11 @@ - - + + - + + Overview of research on digital education - Open Knowledge Maps - - - Overview of research on digital education - Open Knowledge Maps + @@ -19,57 +18,40 @@ + + + - - - - - - - - - - - - - - - - - - - - - -

- - - - - + const availableFiles = { + calcium: { + title: "calcium", + file: "./main_integration/data/calcium.json", + }, + digital_education: { + title: "digital education", + file: "./main_integration/data/digital-education.json", + } + }; + + data_config.files = [availableFiles.digital_education]; + const urlSearchParams = new URLSearchParams(window.location.search); + if (urlSearchParams.has("file") && availableFiles[urlSearchParams.get("file")]) { + data_config.files = [availableFiles[urlSearchParams.get("file")]]; + } - - - + @@ -115,4 +95,6 @@ + + \ No newline at end of file diff --git a/examples/templates/pubmed.html b/examples/templates/pubmed.html new file mode 100644 index 000000000..0e3277b9e --- /dev/null +++ b/examples/templates/pubmed.html @@ -0,0 +1,90 @@ + + + + + + Overview of research on "climate change" - Open Knowledge Maps + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+
+ + + + + + + + + + + \ No newline at end of file diff --git a/package.json b/package.json index 4ef57d9e0..6b89722ec 100644 --- a/package.json +++ b/package.json @@ -10,7 +10,12 @@ "test": "jest", "dev": "webpack --progress --mode=development", "prod": "webpack --progress", - "start": "webpack serve --progress --mode=development --env publicPath=http://localhost:8080/dist/", + "start": "webpack serve --progress --mode=development --env example=base", + "example:base": "npm start", + "example:pubmed": "npm start -- --env example=pubmed", + "example:triple": "npm start -- --env example=triple", + "example:viper": "npm start -- --env example=viper", + "example:covis": "npm start -- --env example=covis", "lint": "eslint \"./vis/js/**/*.js?(x)\"" }, "repository": { diff --git a/webpack.config.js b/webpack.config.js index e5b2cd9f0..65dffd77c 100644 --- a/webpack.config.js +++ b/webpack.config.js @@ -8,7 +8,42 @@ const { BundleAnalyzerPlugin } = require("webpack-bundle-analyzer"); const config = require("./config.js"); module.exports = (env) => { - const { publicPath, skin, analyzeBundle } = { ...config, ...env }; + let { publicPath, skin } = { ...config, ...env }; + const { analyzeBundle, example } = { ...config, ...env }; + + // output filename: deployment config + let outputFilename = "[name].[contenthash].bundle.js"; + + // HtmlWebpackPlugin: deployment config + let htmlConfig = { + inject: false, + filename: "headstart.php", + templateContent: ({ htmlWebpackPlugin }) => + `${htmlWebpackPlugin.tags.headTags} + ${htmlWebpackPlugin.tags.bodyTags}`, + }; + + // MiniCssExtractPlugin: deployment config + const miniCssConfig = { + filename: "[name].[contenthash].css", + }; + + // local examples config overrides + const exampleConfig = getExampleConfig(example); + if (exampleConfig) { + publicPath = "http://localhost:8080/dist/"; + skin = exampleConfig.skin; + + outputFilename = "[name].bundle.js"; + + // HtmlWebpackPlugin + htmlConfig = { + template: exampleConfig.template, + }; + + // MiniCssExtractPlugin + miniCssConfig.filename = "[name].css"; + } return { devtool: "eval-source-map", @@ -18,10 +53,8 @@ module.exports = (env) => { }, output: { - filename: "[name].[contenthash].bundle.js", + filename: outputFilename, path: path.resolve(__dirname, "dist"), - // dev: specify a full path including protocol - // production: specify full path excluding protocol publicPath: publicPath, library: { name: "headstart", @@ -31,12 +64,12 @@ module.exports = (env) => { }, devServer: { - open: getSkinExample(skin), - static: { - directory: path.resolve(__dirname, "examples/"), - }, - allowedHosts: "all", - devMiddleware: { publicPath: "/dist/" }, + open: true, + static: [ + path.resolve(__dirname, "dist/"), + path.resolve(__dirname, "examples/public/"), + ], + devMiddleware: { publicPath: "/dist/", writeToDisk: true }, }, resolve: { @@ -62,19 +95,12 @@ module.exports = (env) => { }, plugins: [ - new HtmlWebpackPlugin({ - inject: false, - filename: "headstart.php", - templateContent: ({ htmlWebpackPlugin }) => - `${htmlWebpackPlugin.tags.headTags} - ${htmlWebpackPlugin.tags.bodyTags}`, - }), + new HtmlWebpackPlugin(htmlConfig), new ProvidePlugin({ process: "process/browser", + jQuery: "jquery", }), - new MiniCssExtractPlugin({ - filename: "[name].[contenthash].css", - }), + new MiniCssExtractPlugin(miniCssConfig), ...(analyzeBundle ? [new BundleAnalyzerPlugin()] : []), ], @@ -167,17 +193,34 @@ module.exports = (env) => { }; }; -const getSkinExample = (skin) => { - switch (skin) { - case "": - return ["/project_website/base.html"]; - case "covis": - return ["/local_covis/"]; +const getExampleConfig = (example) => { + switch (example) { + case "base": + return { + skin: "", + template: "examples/templates/base.html", + }; + case "pubmed": + return { + skin: "", + template: "examples/templates/pubmed.html", + }; case "triple": - return ["/local_triple/map.html"]; + return { + skin: "triple", + template: "examples/templates/triple.html", + }; case "viper": - return "/local_viper/"; + return { + skin: "viper", + template: "examples/templates/viper.html", + }; + case "covis": + return { + skin: "covis", + template: "examples/templates/covis.html", + }; default: - return false; + return null; } }; From 4251c5ec27160e82090a65161de8f704f1bc0309 Mon Sep 17 00:00:00 2001 From: Jan Konstant Date: Mon, 31 Jan 2022 11:18:35 +0100 Subject: [PATCH 04/13] fixed triple example layout --- examples/templates/triple.html | 5 ++--- 1 file changed, 2 insertions(+), 3 deletions(-) diff --git a/examples/templates/triple.html b/examples/templates/triple.html index 2ec11b313..230f560f3 100644 --- a/examples/templates/triple.html +++ b/examples/templates/triple.html @@ -1,4 +1,5 @@ - + @@ -92,6 +93,4 @@ - - \ No newline at end of file From 884621fc0bb45f38a6d3c741cf42017a266c92d7 Mon Sep 17 00:00:00 2001 From: Jan Konstant Date: Mon, 31 Jan 2022 12:13:33 +0100 Subject: [PATCH 05/13] created viper & covis examples --- examples/public/covis/css/main.css | 530 ++++++++++++++++ examples/public/covis/css/map.css | 64 ++ examples/public/covis/css/menu.css | 232 +++++++ .../covis}/data/covis.json | 0 .../covis/img/EU-flag_small-270x183.png | Bin 0 -> 7334 bytes examples/public/covis/js/data-config.js | 136 +++++ examples/public/covis/js/menu.js | 53 ++ .../covis}/services/GSheetUpdateAvailable.php | 0 examples/public/viper/css/openaire.css | 574 ++++++++++++++++++ examples/public/viper/data-config_openaire.js | 68 +++ .../viper}/data/blacarat.json | 0 examples/public/viper/img/okmaps-logo.png | Bin 0 -> 7031 bytes examples/public/viper/img/openaire-logo.png | Bin 0 -> 8466 bytes .../public/viper/img/viper-logo-color.png | Bin 0 -> 4168 bytes .../index.html => templates/covis.html} | 47 +- examples/templates/triple.html | 2 + .../index.html => templates/viper.html} | 35 +- 17 files changed, 1679 insertions(+), 62 deletions(-) create mode 100644 examples/public/covis/css/main.css create mode 100644 examples/public/covis/css/map.css create mode 100644 examples/public/covis/css/menu.css rename examples/{local_covis => public/covis}/data/covis.json (100%) create mode 100644 examples/public/covis/img/EU-flag_small-270x183.png create mode 100644 examples/public/covis/js/data-config.js create mode 100644 examples/public/covis/js/menu.js rename examples/{local_covis => public/covis}/services/GSheetUpdateAvailable.php (100%) create mode 100644 examples/public/viper/css/openaire.css create mode 100644 examples/public/viper/data-config_openaire.js rename examples/{local_viper => public/viper}/data/blacarat.json (100%) create mode 100644 examples/public/viper/img/okmaps-logo.png create mode 100644 examples/public/viper/img/openaire-logo.png create mode 100644 examples/public/viper/img/viper-logo-color.png rename examples/{local_covis/index.html => templates/covis.html} (84%) rename examples/{local_viper/index.html => templates/viper.html} (77%) diff --git a/examples/public/covis/css/main.css b/examples/public/covis/css/main.css new file mode 100644 index 000000000..241a209a2 --- /dev/null +++ b/examples/public/covis/css/main.css @@ -0,0 +1,530 @@ +* { + box-sizing: content-box; +} + +body { + font-family: 'Lato', sans-serif; + padding: 0px; + width:100%; + color: #333; + font-size: 20px; + background-color: #f7f7f7; + margin: 0; +} + +header { + font-family: 'Lato', sans-serif; + font-size: 18px; + color: #333; + line-height: 1; + z-index: 100; +} + +a { + color: #1e6662; + text-decoration: underline; + font-weight: normal; +} + +.about { + background: linear-gradient(rgb(44, 161, 181), rgb(30, 102, 98)); + background-repeat: no-repeat; +} + +.about-text { + color: white; + padding: 200px 0px 100px 100px; + max-width: 50%; + display: inline-block; + vertical-align: middle; +} + +.about-image { + max-width: 40%; + display: inline-block; + vertical-align: middle; + padding-top: 100px; +} + +.about-paragraph { + max-width: 750px; + font-size: 22px; + font-weight: 300; +} + +.description a:hover { + color: #1e6662; +} + +.headline { + font-weight: 300; + font-size: 36px; + max-width: 750px; + font-weight: 700; +} + +.search-btn { + font-family: 'Lato', sans-serif; + max-width: 400px; + display: block; + text-align: center; + margin: 40px 0 0; + padding: 20px 0; + border-radius: 17px; + -moz-border-radius: 17px; + -webkit-border-radius: 17px; + font-size: 22px; + background-color: transparent; + /*background-image: linear-gradient(rgb(44, 161, 181), rgb(44, 161, 181));*/ + color: white; width:100%; padding: 10px 3px; + border: 3px solid white; + color: white; + text-decoration: none; +} + +.search-btn:hover { + background-image: linear-gradient(rgb(30, 102, 98), rgb(30, 102, 98)); + border: 3px solid #1e6662; + cursor: pointer; +} + +.contact-btn { + font-family: 'Lato', sans-serif; + text-align: center; + display: block; + max-width: 300px; + margin: 20px auto 0; + padding: 20px; + border-radius: 17px; + -moz-border-radius: 17px; + -webkit-border-radius: 17px; + font-size: 22px; + background-image: linear-gradient(rgb(30, 102, 98), rgb(30, 102, 98)); + /*background-image: linear-gradient(rgb(44, 161, 181), rgb(44, 161, 181));*/ + color: white; width:100%; padding: 10px 3px; + border: 3px solid transparent; + color: white; + text-decoration: none; +} + +.contact-btn:hover { + background-image: none; + border: 3px solid #1e6662; + cursor: pointer; + color: #1e6662; +} + +.contribution { + background-color: white; + text-align: center; + display: block; + padding: 50px 20px; +} + +.headline3 { + font-size: 36px; + color: #1e6662; + font-family: 'Lato', sans-serif; +} + +.link1 { + font-size: 22px; + font-weight: 300; +} + +.anchor { + display: block; + height: 110px; + margin-top: -116px; + visibility: hidden; +} + +/*Other pages*/ + +.name-list { + margin:0; + padding: 0; +} + +.name-list li { + list-style: none; + line-height: 150%; +} + +.list-style li, .list-style li { + padding: 0px 0px 20px; +} + +.example { + padding: 0; + margin: 0; + padding-bottom: 20px; +} +.question { + padding: 40px 0px 20px; + margin: 0px; + font-size: 24px; + line-height: 150%;; + font-weight: normal; +} + +.paragraph-style li { + margin-left: 40px; + font-weight: 300; +} + +.page-section { + max-width:750px; + margin: 0px auto 40px; +} + +.page-headline { + font-family: 'Lato', sans-serif; + color: #1e6662; + font-size: 42px; + margin-top: 90px; +} + +.page { + max-width: 1200px; + margin: 0px auto; + padding: 90px 20px 0; +} + +.page2 { + margin: 0px auto; + padding: 90px 50px 50px; +} + +.paragraph-style { + padding: 0px 0 20px; + margin: 0; + font-weight: 300; +} + +.shadow2 { + -webkit-box-shadow: 0 2px 2px 0 rgba(0,0,0,0.14), 0 3px 1px -2px rgba(0,0,0,0.12), 0 1px 5px 0 rgba(0,0,0,0.2); + box-shadow: 0 2px 2px 0 rgba(0,0,0,0.14), 0 3px 1px -2px rgba(0,0,0,0.12), 0 1px 5px 0 rgba(0,0,0,0.2); +} + +.abstand { + margin-bottom: 10px; +} + +img { + max-width: 100%; +} + +.about-image-mobile { + display: none; +} + +/*FOOTER*/ +footer { + font-size: 18px; + color: #333; + line-height: 1.2; + border-top: 1px solid #e7e7e7; + z-index: 99; +} + +footer a { + font-family: 'Lato', sans-serif; + text-decoration: none; + font-weight: 300; + color: #1e6662; + line-height: 120%; +} + +.builtby { + background-color: #f7f7f7; + padding: 50px; + font-weight: 300; + position: relative; + display: block; +} + +.builtby-container { + max-width:1600px; + width:100%; + margin:0px auto; + text-align:center; + padding-top:20px; +} + +.info h3 { + font-size: 20px; + font-family:'Lato', sans-serif; + font-weight: normal; + color: #1e6662; + font-style: normal; + margin-top: 0px; + padding-bottom: 18px; +} + +.logoimg { + border-radius: 5px; + -moz-border-radius: 5px; + padding: 5px; + height: 60px; + margin-top: 10px; + background-color:white; + border: 1px solid #f7f7f7; +} + +.info { + display:inline-block; + vertical-align:top; + font-weight: 300; + margin-right: 40px; + max-width: 22%; + font-size: 18px; + margin-bottom: 20px; + text-align: left; +} + +.info p, .info ul { + padding: 0 0 10px; + font-weight: 300 !important; + font-family:'Lato', sans-serif !important; + margin: 0px; +} + +.nav_bottom { + display: block; + background-color: transparent; + line-height: 180%; + padding: 0px 0px 0px; +} + +.nav_bottom a, .linkvar1 { + text-decoration: none; + border-bottom: 1px solid #1e6662; + font-style: normal; + font-weight: 300; +} + +.nav_bottom a:hover, .nav_bottom a:active, .nav_bottom a:focus, .linkvar1:hover, .linkvar1:focus, .linkvar1:active { + text-decoration: none; + color: #1e6662 !important; + border-bottom: 2px solid #1e6662; +} + +.info ul { + list-style: none; +} + +.awesome { + font-family: 'FontAwesome'; +} + +.funding-container { + font-size: 14px; +} + +.funding-flag { + max-width: 50px; + vertical-align: bottom; + margin-right: 2px; +} + +/*Errors table*/ + +.errors-table { + background-color: #f7f7f7; + border-radius: 5px; + -moz-border-radius: 5px; + -webkit-border-radius: 5px; + padding: 20px; +} + +.top-row { + background-color: #1e6662; + color: white; +} + +/*Cookie banner*/ +.cc-color-override-446009254.cc-window { + color: #333 !important; + background-color: white !important; + border-top: 1px solid #e7e7e7; + font-family: 'Lato', sans-serif !important; +} + +.cc-color-override-446009254 .cc-btn { + font-family: 'Lato', sans-serif; + color: rgb(255, 255, 255); + border-color: transparent; + background-color: #1e6662 !important; + border-radius: 17px; + -moz-border-radius: 17px; + -webkit-border-radius: 17px; + border: 3px solid transparent; + text-decoration: none !important; +} + +.cc-color-override-446009254 .cc-btn:hover, .cc-color-override-446009254 .cc-btn:focus { + background-color: transparent !important; + color: #1e6662; + border: 3px solid #1e6662; + text-decoration: none !important; +} + +/*Team Page*/ +.member img { + /*width: 100%;*/ +} + +.member img { + max-width: 165px; + text-align: center; +} + +.member { + max-width: 200px; + display: inline-block; + margin: 20px; + vertical-align: top; + background-repeat: no-repeat; + background-size: 100%; +} + +.member ul { + display: block; + text-align:left; + margin-bottom: 10px; + margin-left: 0; + padding-left: 0; +} + +.member ul li { + list-style: none; + line-height: 140%; +} + +.contact-member li { + display: inline-block; + margin: 0 5px; + font-size: 16px; + list-style: none; +} + +.contact-icon { + text-align: center; + border-radius: 40px; + -moz-border-radius: 40px; + width: 40px; + height: 40px; + background-color: #eaeaea; + display: inline-block; + vertical-align: middle; +} + +.contact-icon .fa { + vertical-align: top; + top: 10px; + position: relative; +} + +#members { + width:100%; + max-width: 1000px; +} + +.name { + font-weight: bold; + color: #1e6662; +} + +.job-title, .country { + font-weight: 300; +} + +@media screen and (max-width: 1200px) { + + .headline, .page-headline { + font-size: 30px; + } + + .about-paragraph, .search-btn, .link1, .headline3, .contact-btn, .question, body { + font-size: 18px; + } + + .about-text { + max-width: 40%; + } +} + +@media screen and (max-width:1500px) { + .funding-text { + display: inline-block; + margin-top: 5px; + } +} + +@media screen and (max-width:1140px) { + .builtby-container { + text-align:left; + } +} + +@media screen and (max-width: 900px) { + + .about-text { + max-width: 400px; + display: inline-block; + padding: 100px 20px 50px 50px; + } + + .about-image { + display: inline-block; + max-width: 300px; + } + + .info { + max-width: 300px; + } +} + +@media screen and (max-width: 800px) { + + .about-text { + max-width: 100%; + padding: 100px 20px 50px 20px; + } + + .about-image { + display: none; + } + + .page-headline { + margin-top: 0px; + } + + .question { + padding: 20px 0 10px; + } +} + +@media screen and (max-width:550px) { + + .member { + margin: 10px 10px; + width: 33%; + } + + .member img { + max-width:120px; + } + + .member ul, .name-list li { + font-size: 14px; + } +} + +@media screen and (max-width:500px) { + + .builtby { + padding: 20px; + } +} \ No newline at end of file diff --git a/examples/public/covis/css/map.css b/examples/public/covis/css/map.css new file mode 100644 index 000000000..873caea5d --- /dev/null +++ b/examples/public/covis/css/map.css @@ -0,0 +1,64 @@ +.errors-container { + margin: 20px 10px; + display: none; + padding-left: 50px; +} + +.show-errors { + display: block; +} + +.topheader { + padding-top: 59px; +} + +.error-row-top, .error-row-entry { + padding: 5px; +} + +.errors-info { + line-height: 110% !important; + z-index: 99; + font-family: 'Lato', sans-serif !important; + position: relative; +} + +.errors-info, .expand-icon { + cursor: pointer; + text-decoration: underline; +} + +.errors-table-hidden { + display: none; +} + +.dismiss-reload { + color: white; + text-decoration: underline; +} + +.dismiss-reload:hover { + color: white; + text-decoration: none; +} + +.show-reload-button { + display: block; +} + +.hide-reload-text { + display: none; +} + +@media screen and (max-width: 1150px) { + .reload-button { + padding: 10px 12px; + max-width: 180px; + } +} + +@media screen and (max-width: 640px) { + .errors-container { + padding-left: 0px; + } +} \ No newline at end of file diff --git a/examples/public/covis/css/menu.css b/examples/public/covis/css/menu.css new file mode 100644 index 000000000..003bb9604 --- /dev/null +++ b/examples/public/covis/css/menu.css @@ -0,0 +1,232 @@ +/*MENU*/ +header { + padding: 30px 0px; + position: fixed; + width: 100%; + background-color: white; + text-align: left; + -webkit-box-shadow: 0px 0px 4px 0px #cacfd3; + -moz-box-shadow: 0px 0px 4px 0px #cacfd3; + box-shadow: 0px 0px 4px 0px #cacfd3; +} + +header a { + color: #333; + text-decoration: none; +} + +header #logo a:hover { + text-decoration: none; +} + +.nav_top { + display: inline-block; + text-align: left; + color:white; + background-color: transparent; + font-size: 20px; + margin: 0px 0px 0px 50px !important; + vertical-align: middle; + position: absolute; + right: 20px; + top: 40%; + font-family: 'Lato', sans-serif; +} + +.imglogo { + display: inline-block; + vertical-align: bottom; + margin-bottom: 10px; + padding: 0px 10px; +} + +.imglogo img { + max-height: 42px; + width: auto; +} + +.description a { + color: #1e6662; +} + +.description a:hover, .description a:focus, .description a:active { + text-decoration: none; +} + +.description { + text-transform: none; + font-size: 34px; + font-family: 'Lato', sans-serif; + font-weight: 700; + color: #1e6662; + vertical-align: middle; + display: inline-block; + margin: 0px 0px 0px 50px; + padding: 0; +} + +.nav_top li { + display: inline-block; + margin-right: 30px; + text-transform: none; + vertical-align: bottom; +} + +.nav_top li { + transition: all .5s ease-in-out; + border-bottom: 2px solid transparent; +} + +.nav_top a:hover, .nav_top a:active, .nav_top a:focus, .underline-menu { + border-bottom: 2px solid #1e6662; + text-decoration: none; + color: #1e6662; +} +/*TOGGLE MENU CSS*/ +.menu { + top: 0; + display:none; + background-color: white; + left: -285px; + height: 100%; + position: fixed; + width: 285px; +} + +.menu ul { + border-top: 1px solid #cacfd3; + list-style: none; + margin: 0; + padding: 0; + background-color: white; +} + +.menu li { + border-bottom: 1px solid #cacfd3; + font-family: 'Lato', sans-serif; + line-height: 230%; + padding-bottom: 3px; + padding-left: 20px; + padding-top: 3px; +} + +.menu a { + font-size: 16px; + text-decoration: none; + text-transform: none; + display: block; + color: #1e6662; + text-transform: uppercase; +} + +.icon-close { + cursor: pointer; + padding: 5px 0px 5px 20px; + background-color: #1e6662; + color: white; + font-size: 28px; +} + +.icon-menu { + display:none; + cursor: pointer; + font-family: 'Lato', sans-serif; + font-size: 18px; + margin: 0px 0px 0px 50px; + text-decoration: none; + text-transform: uppercase; + vertical-align: middle; + text-align:left; + background-color: transparent; + color: #1e6662; + border-radius: 5px; + -webkit-border-radius: 5px; + -moz-border-radius: 5px; +} + +.fa-bars { + padding: 6px 8px 8px; + font-size: 18px; + border: 1px solid #1e6662; + border-radius: 5px; + -webkit-border-radius: 5px; + -moz-border-radius: 5px; +} + +/*Headstart Menu*/ + +.knowledge-map .description a, .knowledge-map .description a:hover, .knowledge-map .description a:active, .knowledge-map .description a:focus { + color: white; + font-size: 20px; +} + +.knowledge-map .description { + line-height: 100%; +} + +.knowledge-map header a { + color: white; +} + +.knowledge-map header .menu a { + color: #1e6662; + text-transform: uppercase; +} + +.knowledge-map .nav_top { + font-size: 13px; +} + +.knowledge-map header { + background-color: #1e6662; + padding: 10px 0; +} + +.knowledge-map .nav_top a:hover, .knowledge-map .nav_top a:active, .knowledge-map .nav_top a:focus, .knowledge-map .underline-menu { + border-bottom: 2px solid white; + text-decoration: none; + color: white; +} + +.knowledge-map .icon-menu { + color: white; + border: 1px solid white; +} + +@media screen and (max-width: 1200px) { + + .nav_top { + font-size: 18px; + } +} + +@media screen and (max-width: 900px) { + + .menu { + display: block; + } + + .icon-menu { + display: inline-block; + } + + .nav_top { + display:none; + } + + header { + padding: 12px 0px; + } + + .description { + font-size: 24px; + padding-top: 0px; + margin-left: 20px; + } +} + +@media screen and (max-width: 800px) { + .icon-menu { + margin: 0px 0px 0px 20px; 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zXkHFcX{n$euT1Xa2K8!T(MUPLG420$dF_8L*v(_`J-G)E%kd@7*o8+NO*L)RT4kH4 F{|6s=ZN&fp literal 0 HcmV?d00001 diff --git a/examples/public/covis/js/data-config.js b/examples/public/covis/js/data-config.js new file mode 100644 index 000000000..ccc8fb9db --- /dev/null +++ b/examples/public/covis/js/data-config.js @@ -0,0 +1,136 @@ +var data_config = { + tag: "visualization", + mode: "gsheets", + service_name: 'CoVis database', + persistence_backend: "api", + + bubble_min_scale: 1.1, + bubble_max_scale: 1.1, + + paper_min_scale: 1, + + // title: "Knowledge map of COVID-19 research", + input_format: "json", + base_unit: "questions", + use_area_uri: true, + preview_type: "pdf", + use_hypothesis: true, + + show_multiples: false, + show_dropdown: false, + show_intro: false, + show_list:true, + is_force_papers: true, + is_title_clickable: false, + show_infolink: true, + show_infolink_areas: false, + + show_context: true, + create_title_from_context: true, + show_context_timestamp: true, + show_loading_screen: true, + + scale_toolbar: false, + + content_based: true, + is_evaluation: true, + evaluation_service: ["matomo"], + + is_force_areas: true, + area_force_alpha: 0.03, + papers_force_alpha: 0.2, + + language: "eng_covis", + + sort_options: ["year", "title", "area"], + filter_options: ["all", "Dataset", "Journal Article", "Preprint", "ReFigure", "Review"], + filter_field: "resulttype", + + show_keywords: true, + hide_keywords_overview: false, + show_tags: true, + show_comments: true, + show_resulttype: true, + + sort_menu_dropdown: true, + filter_menu_dropdown: true, + + share_modal: true, + hashtags_twitter_card: "COVID19,openscience,discovery", + + intro: { + title:"Knowledge Map of COVID-19 research curated by experts" + , body: "

About Covis

CoVis provides a curated knowledge map of seminal works on COVID-19 from eight critical areas of biomedical research. This collection is not meant to be exhaustive, but rather a single reference point for definitive research in key areas of coronavirus and COVID-19 research. CoVis makes it easier to get started on the topic - but also helps you to stay up-to-date. The knowledge map is constantly evolving thanks to the collective editing of subject-matter experts.

Read our FAQs to find out more.

Data Source curated by ReFigure

The articles, datasets and ReFigures in CoVis are curated by an editorial team led by immunologists and ReFigure founders Dr. Girija Goyal and Dr. James Akin. Given the fast pace of research and the limited historical data on COVID-19, many findings are under debate and only understandable after reading several reports from different sources. Team ReFigure creates visual, easy to understand, annotated, figure collections which provide analyses and consensus on key issues.

Find out more about the curation process and the methodology for paper inclusion in our FAQs. We invite subject-matter experts to help us with our efforts. If you would like to contribute to CoVis, please get in touch.

Software created by Open Knowledge Maps

The resources selected for inclusion in CoVis are visualized in a knowledge map. Knowledge maps provide an instant overview of a topic by showing the main areas at a glance, and resources related to each area. This makes it possible to easily identify useful, pertinent information. The knowledge map is based on award-winning software developed by Open Knowledge Maps.

In the knowledge map, research areas are displayed as bubbles. By clicking on one of the bubbles, you can inspect the resources assigned to it; open access papers can be directly viewed and downloaded within the interface. Find out more about knowledge maps and their properties in our FAQs.

" + }, + + localization: { + eng_covis: { + loading: "Updating and retrieving map. This may take a few seconds, please hold on.", + search_placeholder: "Search within map...", + show_list: "Show list", + hide_list: "Hide list", + intro_label: "curated by experts", + intro_icon: "", + relevance: "relevance", + readers: "citations", + year: "date", + authors: "authors", + title: "title", + area: "Area", + backlink: "← Back to overview", + backlink_list: "← Show all documents in area", + backlink_list_streamgraph: "← Show all documents", + backlink_list_streamgraph_stream_selected: "← Show all documents in stream", + keywords: "Keywords", + no_keywords: "n/a", + no_title: "No title", + overview_label: 'Overview of', + streamgraph_label: 'Streamgraph for', + overview_authors_label: 'Overview of the works of', + streamgraph_authors_label: 'Streamgraph for the works of', + articles_label: 'resources and collections', + most_recent_label: 'most recent', + most_relevant_label: 'most relevant', + most_relevant_tooltip: 'To determine the most relevant documents, we use the relevance ranking provided by the source - either BASE or PubMed. Both sources compute the text similarity between your query and the article metadata to establish the relevance ranking. Please consult the FAQ for more information.', + source_label: 'Data source', + resulttype_label: 'Document type', + documenttypes_label: 'Document types', + timestamp_label: 'Last updated', + documenttypes_tooltip: 'The following document types were taken into consideration in the creation of this map (not all of them may appear in the map):', + default_area: "No area", + default_author: "", + default_id: "defaultid", + default_hash: "hashHash", + default_abstract: "No abstract available", + default_paper_title: "No title available", + default_authors: "No authors available", + default_published_in: "", + default_readers: 0, + default_url: "", + default_x: 1., + default_y: 1., + default_year: "", + sort_by_label: 'sort by:', + filter_by_label: 'show: ', + all: "any", + open_access: "Open Access", + Dataset: "Dataset", + "Journal Article": "Journal article", + List: "List", + Preprint: "Preprint", + ReFigure: "ReFigure", + Review: "Review", + link: 'link', + items: "items", + comment_by_label: "by", + pdf_not_loaded: "Sorry, we were not able to retrieve the PDF for this publication. You can get it directly from", + pdf_not_loaded_linktext: "this website", + share_button_title: "share this map", + embed_button_title: "Embed this knowledge map on other websites", + embed_button_text: 'Copy', + embed_title: 'embed map', + embed_body_text: 'You can use this code to embed the visualization on your own website or in a dashboard.', + empty_area_warning: "No matches found. Please reset your filter options above.", + }, + } +}; diff --git a/examples/public/covis/js/menu.js b/examples/public/covis/js/menu.js new file mode 100644 index 000000000..9b8e68b78 --- /dev/null +++ b/examples/public/covis/js/menu.js @@ -0,0 +1,53 @@ +var main = function () { + /* Push the body and the nav over by 285px over */ + $('.icon-menu').click(function () { + $('.menu').animate({ + left: "0px" + }, 200); + + $('body').animate({ + left: "285px" + }, 200); + }); + + /* Then push them back */ + $('.icon-close').click(function () { + $('.menu').animate({ + left: "-285px" + }, 200); + + $('body').animate({ + left: "0px" + }, 200); + }); + + $('.menu li').click(function () { + $('.menu').animate({ + left: "-285px" + }, 200); + + $('body').animate({ + left: "0px" + }, 200); + }); +}; + + +$(document).ready(main); + +//Convert anchors to avoid using the base url +$(document).ready(function () { + var pathname = window.location.href; + var index = pathname.indexOf("#"); + if (index != -1) { + pathname = pathname.substr(0, index); + } + $('a').each(function () { + var link = $(this).attr('href'); + if (typeof link != "undefined") { + if (link.substr(0, 1) == "#") { + $(this).attr('href', pathname + link); + } + } + }); +}) \ No newline at end of file diff --git a/examples/local_covis/services/GSheetUpdateAvailable.php b/examples/public/covis/services/GSheetUpdateAvailable.php similarity index 100% rename from examples/local_covis/services/GSheetUpdateAvailable.php rename to examples/public/covis/services/GSheetUpdateAvailable.php diff --git a/examples/public/viper/css/openaire.css b/examples/public/viper/css/openaire.css new file mode 100644 index 000000000..5bcb119a6 --- /dev/null +++ b/examples/public/viper/css/openaire.css @@ -0,0 +1,574 @@ +* { + margin: 0; + padding: 0; +} + +html { + background-color: #eff3f4; +} + +body { + color: #333; + font-family: 'Open Sans', Helvetica; + font-weight: 400; + margin: 0px auto 0; + width: 100%; + font-size:16px; + /*max-width: 1600px;*/ + -webkit-font-smoothing: subpixel-antialiased; + clear:both; + position: relative; + top: 0px; + /* -ms-word-break: break-all;*/ + word-break: break-word; + word-wrap: break-word; + -webkit-hyphens: auto; + -moz-hyphens: auto; + -ms-hyphens: auto; + hyphens: auto; + -o-hyphens: auto; +} + +.info h3 { + font-size: 20px; + font-family: 'Open Sans', Helvetica, sans-serif; + font-weight: 300; + margin-top: 0px; +} + +p, div { + font-weight: 300; +} + +a { + color: #3696e0; +} + +a:hover { + color: #2D3E52; +} + +.search-box { + background-image: linear-gradient(rgba(54, 150, 224, 1), rgba(45, 62, 82, 1)) /*rgba(80, 200, 173, 1)*/ + /*url(../img/start3.png)*/; + background-color: #3696e0;/*#5497cb;*/ + background-repeat: no-repeat; + background-position: 100% 70%; + background-size: 100%; + padding: 80px 0px 100px; +} + +.search-box .background2 .team p { + color: white; +} + +.search-box #about-page, .search-box #about-page .background2 { + background-color: transparent; +} + +.search-box .background2 .team { + padding: 0px 20px; +} + +.search-box .background2 { + max-width: 1600px; + width:100%; + margin:0px auto; + background-color: transparent; + margin: 0px auto; + padding: 0px; +} + +.waiting-description, .waiting-title { + color: white; + text-align: center; +} + +.waiting-title { + max-width: 750px; + font-weight: 300; + margin: 0px auto; + font-size: 40px; + text-align: center; + text-transform: uppercase; +} + +.waiting-description { + font-size: 18px; + max-width: 850px; + margin: 0px auto 40px; + font-weight: 300; +} + +.mittig2 { + max-width: 750px; + width: 100%; + margin: 20px auto 0; + background-color: white; + /*padding: 30px 50px;*/ + border-radius: 5px; + moz-border-radius: 5px; +} + +.mittig2 .text-field { + height: 45px; + padding-left: 5px; + font-weight:300; + width: 80%; +} + +.paddingform { + padding: 30px 50px; +} + +.submit-btn { + margin-left: -5px; + margin-top: -2px; + background-color: #2D3E52; + border-color: #2D3E52; + color: white; + font-weight: 300; + width: 13%; + height: 45px; + font-size: 20px; + border-radius: 5px; + moz-border-radius: 5px; + padding: 0px 0px; + vertical-align: middle; + border-width: 3px; + border-style: solid; + display: inline-block; +} + +.submit-btn:hover { + background-color: #3696e0; + border-color: #3696e0; +} + +a.newsletter2:hover, a.newsletter2:active, a.newsletter2:focus { + border: 2px solid #3696e0; + color: white; + background-color: #3696e0; + text-decoration: none; +} + +.newsletter2 { + font-size: 12px; + border-radius: 5px; + moz-border-radius: 5px; + padding: 5px; + border: 2px solid #eee; + color: #eee; + background-color: transparent; + font-weight: 300; + text-decoration: none; +} + +#viper-search-results, #viper-search-pager { + display: none; + max-width: 800px; + width: 100%; + margin: 30px auto; +} + +#project_count, .loading { + padding: 0px 20px 20px; +} + +.list-group, .paginationjs, .viper-no-results-err { + padding-left: 20px !important; + padding-right: 20px !important; +} + +.paginationjs.paginationjs-theme-blue .paginationjs-pages li.active > a { + background: #3696e0; +} + +.paginationjs.paginationjs-theme-blue .paginationjs-go-input > input[type="text"], .paginationjs.paginationjs-theme-blue .paginationjs-pages li { + border-color: #3696e0; +} + +.paginationjs.paginationjs-theme-blue .paginationjs-pages li > a { + color: #3696e0; +} + +.paginationjs.paginationjs-theme-blue .paginationjs-pages li > a:hover { + background: #f9f9f9; +} + +.paginationjs.paginationjs-theme-blue .paginationjs-pages li.active > a:hover { + background: #3696e0; +} + +#progress { + color: #fff; + text-align: center; + font-size: 18px; + max-width:800px; + margin:0px auto; +} + +.awesome { + font-family: 'FontAwesome'; +} + +.list-group-item { + margin-bottom: 0px; + border-width: 1px 0px 0; + border-style: solid; + border-color: #ddd; + padding: 10px 0px; +} + +.list-group { + border-bottom: 0px solid #ddd; +} +.project-title { + font-size: 16px; +} + +.project-code { + color: grey; + font-size: 12px; + margin-left: 5px; +} + +.project-funders { + margin-top: 10px; + font-size: 12px; + color: grey; +} + +.project-organisations { + font-size: 12px; +} + +.project-resources { + font-size: 12px; + padding-top: 10px; +} + +.error-building-map-button { + text-align:center; + margin-top: 30px; +} + +.error-building-map-image { + margin-top: 30px; + max-width: 800px; + width: 100%; + text-align:center; +} + +.waiting-page .waiting-title { + font-size: 24px; +} + +.waiting-page .waiting-title, .waiting-page .waiting-description { + font-weight: normal; + max-width: 900px; +} + +.waiting-page .waiting-description { + font-size: 18px; + margin: 40px auto 0; +} + +.waiting-page .waiting-title .project_name { + font-weight: bold; +} + +#info-totals { + text-align:center; + font-size: 18px; + margin: 40px auto 0; + max-width: 800px; +} + +.headline-viper { + max-width: 800px; + font-weight: 300; + margin: 0px auto 50px; + font-size: 40px; + text-align: center; + color: #3696e0; +} + +.try-out-maps a { + margin-left: 10px; +} + +.try-out-maps { + margin: 20px 0 0 0; +} + +.underline, .underline:focus { + text-decoration: underline; +} + +.create-map { + background-color: #3696e0; + border-radius: 5px; + moz-border-radius: 5px; + padding: 10px; + color:white; + border: 2px solid #3696e0; +} + +.create-map:hover { + background-color: white; + border: 2px solid #3696e0; + color:#3696e0; + text-decoration: none; +} + +.ie-message { + display: none; +} + +.visible { + display: block; +} + +.invisible { + display: none; +} + +.insufficient-resources { + color: red; +} + +.ui-widget-header { + background: white; + border: 1px solid #DDDDDD; + color: #333333; + font-weight: bold; +} + +#progressbar { + max-width: 650px; + margin: 0px auto 10px; + text-align: center; + height: 20px; +} + +.ui-widget-content { + background: transparent; +} + +.vipermenu { + width:69%; + display:inline-block; + text-align:right; +} + +.vipermenu li { + display:inline; + margin-left: 30px; +} +.vipermenu li a { + color: white; + text-decoration: none; + font-weight: 300; + border-bottom: 2px solid white; +} + +.vipermenu li a:hover { + color: white; + text-decoration: none; + border-bottom: 0px solid white; +} + +.logoimg { + border-radius: 5px; + -moz-border-radius: 5px; + padding: 5px; + width: 60px; + background-color:white; + border: 1px solid #eff3f4; +} + +.builtby { + background-color: #eff3f4; + font-size: 12px; + padding: 50px; +} + +.vipercanvas { + background-color: #3696e0; + max-width:100%; + height: 80px; + padding: 20px 50px; +} + +.viperheader { + max-width:1600px; + width:100%; + margin:0px auto; +} + +.viperlogo { + width:30%; + display:inline-block; +} + +.viperlogo img { + display:inline-block; + vertical-align: bottom; +} + +.viperdescr { + display:inline-block; + vertical-align: bottom; + color:white; + margin-left: -30px; +} + +.viperdescr h2 { + margin-bottom: 0px; + font-weight: 300; + display:inline-block; +} + +.viperdescr span { + font-size: 18; margin-left:5px; +} + +.info { + display:inline-block; + vertical-align:top; + margin-right: 40px; + max-width: 300px; + font-size: 12px; + margin-bottom: 20px; + text-align: left; +} + +.nav_bottom { + display: block; + background-color: transparent; + line-height: 180%; + padding: 0px 0px 0px; +} + +.nav_bottom a, .linkvar1 { + text-decoration: none; + border-bottom: 1px solid #3696e0; +} + +.nav_bottom a:hover, .nav_bottom a:active, .nav_bottom a:focus, .linkvar1:hover, .linkvar1:focus, .linkvar1:active { + text-decoration: none; + border-bottom: 0px; +} + +ul { + list-style: none; +} + +.builtby-container { + max-width:1600px; + width:100%; + margin:0px auto; + text-align:center; + padding-top:20px; +} + +.vipermenu li.okmapslink { + display: inline; +} + +.aboutviper { + max-width:900px; + margin: 0px auto 50px; + width:100%; + font-size: 18px; +} + +.headline-viperimg { + max-width:200px; + width:100%; + margin: 50px auto 10px; + text-align:center; +} + +@media screen and (max-width:1140px) { + .builtby-container { + text-align:left; + } +} + +@media screen and (max-width:750px) { + + .mittig2 { + width:90%; + } + + .paddingform { + padding: 20px; + } + + p, .vipermenu li, .waiting-description { + font-size: 14px; + } +} + +@media screen and (max-width:600px) { + .viperlogo img { + width:50px; + } + + .vipercanvas { + padding: 20px; + height: 40px; + } + + .viperdescr h2 { + font-size: 18px; + } + + .viperdescr { + margin-left: -20px; + } + +} + +@media screen and (max-width:500px) { + .vipermenu li.okmapslink { + display: none; + } + + .vipermenu { + width:67%; + } + + .builtby { + padding: 20px; + } + .search-box { + padding: 20px 0 30px; + } + + .waiting-title, .headline-viper { + font-size:24px; + } + + .headline-viperimg img { + width:80px; + } + + .submit-btn { + font-size: 14px; + } + + .waiting-page .waiting-title { + font-size: 18px; + } + + .waiting-page #progress { + font-size: 12px; + } + + #info-totals { + margin: 20px auto 0; + } +} \ No newline at end of file diff --git a/examples/public/viper/data-config_openaire.js b/examples/public/viper/data-config_openaire.js new file mode 100644 index 000000000..2e8871e90 --- /dev/null +++ b/examples/public/viper/data-config_openaire.js @@ -0,0 +1,68 @@ +var data_config = { + tag: "visualization", + mode: "search_repos", + + bubble_min_scale: 1, + bubble_max_scale: 1, + + paper_min_scale: 1, + paper_max_scale: 1, + + dynamic_sizing: true, + dynamic_force_area: true, + dynamic_force_papers: true, + + service: "openaire", + base_unit: "citations", + use_area_uri: true, + preview_type: "pdf", + sort_options: ["title", "authors", "year", "citations", "tweets", "readers"], + filter_menu_dropdown: true, + is_force_areas: true, + language: "eng_openaire", + area_force_alpha: 0.015, + show_list: true, + content_based: true, + url_prefix: "https://www.openaire.eu/search/publication?articleId=", + url_prefix_datasets: "https://www.openaire.eu/en/search/dataset?datasetId=", + + show_context: true, + create_title_from_context: true, + create_title_from_context_style: 'viper', + + viper_edit_modal: true, + embed_modal: true, + share_modal: true, + + doi_outlink: true, + + metric_list: true, + + credit: false, + + scale_toolbar: true, + + scale_types: ['content_based', 'citation_count', 'cited_by_tweeters_count', 'readers.mendeley'], + scale_explanation: { + content_based: 'The size of the bubbles is relative to the number of documents related to them.', + citation_count: 'The size of the documents and bubbles is relative to the number of citations related to them. The citation data was retrieved from Crossref.', + cited_by_tweeters_count: 'The size of the documents and bubbles is relative to the number of tweets related to them. The tweet data was retrieved from Altmetric.com.', + 'readers.mendeley': 'The size of the documents and bubbles is relative to the number of Mendeley readers related to them. The readership data was retrieved from Altmetric.com.' + }, + scale_label: { + content_based: 'Documents', + citation_count: 'Citations', + cited_by_tweeters_count: 'Tweets', + 'readers.mendeley': 'Readers' + }, + scale_base_unit: { + citation_count: 'citations', + cited_by_tweeters_count: 'tweets', + 'readers.mendeley': 'readers' + }, + + is_evaluation: true, + + use_hypothesis: true, + +}; diff --git a/examples/local_viper/data/blacarat.json b/examples/public/viper/data/blacarat.json similarity index 100% rename from examples/local_viper/data/blacarat.json rename to examples/public/viper/data/blacarat.json diff --git a/examples/public/viper/img/okmaps-logo.png b/examples/public/viper/img/okmaps-logo.png new file mode 100644 index 0000000000000000000000000000000000000000..9bf7f2bda8296ff2fb108b242e1ea6d8df84df4b GIT binary patch literal 7031 zcmbU`byQT{w@66KAV`TYbjJ)ZbPNoo(hU*=49yG-2t%hdNGKiBp#qZ9rGzvnogzqs zlr#^&@Av)Q`{TFXTkD;5?>*=2yZh{Y?q26cYN{)f644Q1VPTP~s=%~w`{djE1p)T$ z6T*}nc-zssD;m1%plsYd;b;UF)EZ@p0IE8}Z4ufCxV4vSA3_QX3&+l0*U;Ti?Wu$n z%9$Vj2ZtZy>~c$ug(W46ae-SoBHV$N2wQukH1l3l8#B<}TAJBFL`_i5MFC-Fui}kH z=y61NPT5$b6bx?U~_0d0gE>N(o#c0FuZ{vp2g-TyA=58|yh5*ldx+eLvp!BAGu zoe@ZPRhTsM?Hhh;dus_nu-L5^MTG@L!GaJm5J(IRhKh@eDM5t5V0ox8h zK|zATLP{_t5J*u>TtpNK6H*iw78iyJL17~Q(5fQc+~G(o#6NQFZ{_}rR_K4Fl~6z< z;O;22E(+!JPXuV%q1;h!b|@F1f(``8sRp;QNB#kD{aK*D?S&!G_8tgpB{a$z_?L$z z?EixXfR{#x@?bvuV?(fh9S zu2W=bxt`KL%LYdcYso5l^>W8Dmk==fC@3gYA1$a#lQMcGx5pJ%ahXmjp1zgVnrjehMQ%Ghr_XEmuTnvd<`#hH<2I%UETpQs+anD918GTR2 zgYGA?x~PS0wP#R;KC%j=6&#aKPxqQWz2oQ2j!Did;h7A0KyUz%icNlFWH#m6YKLKw z!){GIHM*A5)TRuU%g$86Qa5J-(=><8C@++7KGt3!w*7whEQm*r8$ml0EV!!JLx>9> zi>kB->WjqY(&F3JV{ZtIqXA~+md{3pKNU|T2Vm2S>RgymU_eYgE2=K_1!^%c`H z>&fUME~Z72-%N1L6>;DC3&RW3%zHz@m09{aI`uyWS9vBVUr@$|csm6W8M1zL73^)A z=Qq-FXpx~G-#@{;Q5t{6(cj{R`qgqsmB>mcuICu2`N~>^l1}t8(`T>2Yket*DpWOt zmB$g{f7m_d`9wp{^@XY6$VzBAevBDSmLFzL{pGA$DV;i=0$lY~0c*QXt)@yS&lpM9 zw2_4e-4? zrmgg$#UJSj>uH&J?XMH6Chr)g%coAbciYs1#2M(T-V`M)1+rcWNhOTj-~bVNgm@wI zb3;4=w3AIf@b3n7vrg6g4+GSPk!Tfy=)^l^u6lrLvGaS+$c8BUyq+QJg|d9w$0vz% zCphIuXjtNWT4W@f!IWQl3*(qY2uSZ?p1X;QBUkL zVr@1`K86>OlMpE`Ub{3mKc?nZ!qWK36jM_qM8KWM+)`_1o6>Bq)?~f5N})daIZM4K z^I?UNifKd+yyS@rX^86 z*x4`Od`z^JuhLGcnn>WN9sY`Ro$?h7(8ckEXI`D3mrKk27{sUe9DOo3w>?Ch%c{EQ zym-7D&cjpYNZUjTgw+750EJ{LaAl3mDsi#&qRlJlzf=i=ULnc8&` zKy+0eL_WfvS>Pjq<-~&|febK1ua<4-{#4{a8=u$D{NJ*lrHtOmAj_9WF@?m?xgE5( z6cT_Hm_?tA3w^5AVQoa!30EAar^k;oG&5}~{s_BsNzk0@?ro9;L`b(9YyDcu~J=b!6Vo4)GLqeNnZR}1-XqP)_Ff16Ox%JwaS1o}nDuT%}ABC_biDQNmf#7z(A z`IYhYt(4_UbZA;G6vw{>bKcwh6Mc8SCNuNIl2G>enFS07H*eVv(@0gK9EjH3r}naZ zvSyd3svIk3cbHYd5<)ol!5=Nu-tTGJ8%0p-8U;;Z4Ky5rwXMF=Q-r$6CGRz@Hi}OU zM0k7=CURB`GTd~P)al#4IN3QKxpLbhI4Br(Efb+KM0uI})vu5ZH|zdBH4a*;8yja29y%wRtugoiO(SQGS+`U#FA0pFf=7;6+^bv5&x#3>}J*0SmkH8 zHOh)Ovi|3Rr45Z_BY-i$*am8shL?+=3Z)AD1MpynMp!xA6##4<0rGO8 zO|iKf1BQF4_gZFSU#Joj#GYHw-hKZeu9UVtB~PL#Gb+!{a9bCa2wd``R|Ys>IKoE^ zl?q1BjfK!Z7rqZq`jP78_r^xA>OG|h@x76mS0;HlP~h^Qn3o4X>dDC?&JG$*x^Exj zAND-*u$dk53*@n_FMZt8WND0H3e~I}p7gJ^9AvL?DkYbvPr5u7=kM96zdSE*m@IZ; 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