The purpose of this study was to investigate differences in self-perceived abilities of supported employment specialists to perform supported employment processes in relation to their educational backgrounds in South Korea. In order to identify this subject, a research performed survey to 100 supported employment specialist. All supported employment specialists identified were surveyed regarding their self-perceived abilities to perform supported employment processes, along with their demographic characteristics. Two independent variables, education level and academic major, were used in this study. The dependent variable was self-perceived abilities of supported employment specialists to perform seven supported employment processes, such as Job development, Job analysis, Vocational evaluation, Client to job matching, On the job training, Ongoing assessment, and Follow up. The results of this study indicated supported employment specialists who had completed undergraduate degrees perceived their abilities to be significantly higher than supported employment specialists who had completed graduate degree in performing the competencies of each supported employment process, except vocational assessment. However, the significant results in this research hypothesis indicated the opposite outcome to the proposed research hypothesis 2. Next, there is no differences of self-perceived ability relation to performing supported employment between supported employment specialists who had majored (vocational) rehabilitation and supported employment specialists who had majored social work, psychology, and others. Finally, there are no differences of self-perceived ability relation to performing supported employment processes, except job analysis and on-going assessment according to the interaction effect between the education level and major. The findings of this study are discussed in implication for rehabilitation practice and education, and future research.

How children perceive their physical ability is important in understanding their reported adequacy, preferences, and predilection of physical activity. This relationship is useful in identifying lifelong physical activity behaviors. Purpose: To examine the relationship between perceived physical ability and self-perceptions of adequacy and enjoyment of physical activity in elementary school children. Methods: Students (N = 120) in grades K-5 completed the Perceived Physical Ability Scale (PPAS) and the Children’s Self-Perceptions of Adequacy and Predilection for Physical Activity (CSAPPA). Results: A statistically strong significant positive correlation (r = .49, P < .01) was found between the PPAS and CSAPPA indicating that students with higher perceived physical ability also reported higher scores on the CSAPPA. The high CSAPPA scores are indicative of students having a higher likelihood of choosing physical activity over a non-active option. No significant differences were noted between males and females or across grade levels. Conclusions: Based on these results students who have a greater perception of their physical ability also report being more likely to select a physically active option when given the choice. The findings of this study are noteworthy as previous studies have shown that differences between male and female students may exist with similar measures. These results may be indicative of the environment that has been created at the study site. The study site promotes a culture centered on respect, care, and a growth mindset within its student body. Future research comparing student to teacher ratio, cohesive student groups, and school schedules should be conducted to compare students’ PPAS and CSAPPA results. Programs designed to enhance perceived physical ability and enjoyment of physical activity are needed to promote lifetime physical activity habits.

During the last couple of years there has been a major digitalization of the financial sectorwhich FinTech have largely contributed to. FinTech does not solely contribute withpossibilities, but it also inflicts risks within the financial system when adding challengesrelated to IT-security. These risks pose new operational risks within the financial sector.Therefore, the purpose of this study is to examine as well as analyse different variables thatexplain the perceived trust and risks when using these digital financial services. This isbecause customers play a vital role in keeping their services as well as maintaining financialstability within the FinTech corporations. To examine the subject in this study a deductiveapproach is applied which focuses on previous empirical research and models likeTechnology Acceptance Model (TAM), Elaboration Likelihood Model (ELM) as well asBehavioral finance. These models aim to explain how customers accept new digitalphenomenon. Furthermore, the study performs a quantitative research method through a webbased survey questionnaire. The study examines the independent variables usage, perceivedability to adapt and perceived risk in relation to the dependent factor perceived trust. Thestudy’s sample consists of 185 survey responses which were analyzed through descriptive andinferential statistics. The hypotheses were tested using a multiple regression analysis wherethe independent variables and control variables were analyzed against the dependent variable.The empirical findings showed that customers' perceived ability to adapt to FinTech servicesdid not have a statistically significant effect on perceived trust. Furthermore, perceived riskand usage had a statistically proven influence on perceived trust. The control variables for thisstudy were age and gender where neither had a statistical association to the dependentvariable. Lastly, the empirical findings of the study can be useful for FinTech companiessince it proves that risks need to be minimized to increase perceived trust / Det har skett en stor digitalisering av den finansiella sektorn under de senaste åren därFinTech och dess tjänster har haft en betydande roll. Dock är inte de innovativa digitalatjänsterna som FinTech bidrar till enbart möjligheter, utan det utsätter även den finansiellasektorn för risker. På grund av digitaliseringen medför dessa risker nya operationella riskerinom den finansiella sektorn. Studiens syfte är därav att undersöka och analysera de variablersom förklarar det upplevda förtroendet och riskerna som finns vid användningen av digitalafinansiella tjänster. Studiens fokus ligger på kunderna då de har en nyckelroll i bevarandet avdessa tjänster. Studien har sin grund i ett deduktivt tillvägagångssätt med fokus på tidigareempirisk forskning på området, men även olika modeller som Technology Acceptance Model(TAM), Elaboration Likelihood Model (ELM) samt Behavioral finance som syftar till attförklara hur kunden accepterar nya digitala fenomen. För att undersöka detta tillämpas enkvantitativ metod genom användningen av en webbaserad surveyundersökning. Urvalet bestårav 185 svar som därefter analyserades genom deskriptiv statistik och inferentiell statistik.Detta skedde i form av en multipel regressionsanalys som analyserade studiens tre hypoteserdär studiens tre oberoende variabler och kontrollvariabler analyserades emot studiensberoende variabel. Resultaten visade på att risk och användning hade ett statistiskt sambandmed det upplevda förtroendet medan den egna upplevda förmågan inte hade det. Studiensresultat kan vara användbara för FinTech-företag då resultaten visar att risker måste minskasför att kundförtroendet ska öka.

The objective of this study is to examine various aspects of the difference between the acquisition of English and Spanish by Swedish learners in compulsory education and its causes. The two subjects have the same syllabus, with the difference that English studies start 3 years earlier, but studies of the competences of the Swedish students in these two languages (see f.ex. First European Survey of Language Competences, 2012)suggest that the gap between the languages is bigger than what could be expected and that there is an existing difference in attitude towards the two languages. The conclusion is that the predominance of English in the immediate environment of the surveyed students is considerable. The study has shown large differences between the input in English and Spanish. Students receive input in Spanish, communicate in Spanish and acquire knowledge of Spanish / Latin American cultures almost exclusively at school. On the other hand, they acquire knowledge, receive input and interact in English both in school and in their spare time. We also found considerable differences in attitudes towards the two languages and the perceived ability of the students. The Spanish is perceived as more difficult, less necessary, less fun and less useful in their future lives. New technologies create new platforms for communication that allow students to participate in interaction in the target language. This study shows that these situations occur mostly in English but also in Spanish, which in our opinion could be more used in teaching.